2011 OPEN FORUM Abstracts
A RETROSPECTIVE COMPARISON OF TRADITIONAL AND HYBRID FORMAT OF COURSE DELIVERY ON STUDENTS'LEARNING AND PERCEPTIONS OF TEACHING EFFECTIVENESS IN RESEARCH METHODOLOGY.
Arzu Ari; Georgia State Univ, Atlanta, GA
BACKGROUND: A growing number of courses in higher education are adopting a hybrid format of course delivery that includes both online and traditional face-to-face approaches. The purpose of this study was to compare traditional and hybrid format of course delivery on students'learning and perceptions of teaching effectiveness in a research methodology course. METHOD: An undergraduate level research methodology course, which was taught in the traditional format in 2007 and 2008, was converted to a hybrid course which consisted of 50% online and 50% traditional format of course delivery using the same curriculum as the traditional course. This study consists of a retrospective analysis of 114 respiratory therapy students (57 students in each group) at Georgia State University from 2007 to 2010. The same instructor taught the research methodology course in both formats. Students'final grades and their faculty evaluations on teaching effectiveness of the course and the instructor were compared using the independent sample t -test at the level of 0.05. RESULTS: The table below presents the means and standard deviations for students'final grades and their evaluations of teaching effectiveness. The results of this study indicate that there is no significant difference between the traditional and hybrid format of course delivery in student learning (p=0.098), as well as student perceptions of teaching effectiveness of the course (p=0.490) and instructor (p=0.808). CONCLUSIONS: The hybrid format of course delivery is as effective as the traditional format in knowledge acquisition and student satisfaction of an undergraduate level research methodology course in respiratory therapy education.
Sponsored Research - None