Analysis of the Effectiveness of Traditional versus Hybrid Student Performance for an Elementary Statistics Course
Abstract
Hybrid courses are designed to have regular face-to-face time combined with regular online delivery of material and may have up to 50% less classroom meeting time. A recent meta-analysis reported students in online conditions performed modestly better than those learning through traditional face-to-face instruction. Moreover, instruction combining online and face-to-face elements had a larger advantage relative to both purely face-to-face instruction and purely online instruction. We have investigated the performance of students enrolled in traditional versus hybrid elementary statistics courses at our institution. We collected and analyzed student performance data for the course goals over the spring semester of 2011. Discussion of the results of our research involving hybrid statistics courses and suggestions for conducting successful hybrid courses will occur. Statistics is a particularly challenging course, as it has historically been a source of high anxiety levels for students and involves many computational aspects, uses of various types of technologies, and elements of reading comprehension. The audience will be asked to convey possible advantages and disadvantages regarding hybrid course implementation in other disciplines.
Location
Room 2908
Recommended Citation
Kakish, Kamal; Pollacia, Lissa; Heinz, Adrian; Sinclair, Jennifer; and Thomas, Anthony, "Analysis of the Effectiveness of Traditional versus Hybrid Student Performance for an Elementary Statistics Course " (2012). SoTL Commons Conference. 86.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2012/86
Analysis of the Effectiveness of Traditional versus Hybrid Student Performance for an Elementary Statistics Course
Room 2908
Hybrid courses are designed to have regular face-to-face time combined with regular online delivery of material and may have up to 50% less classroom meeting time. A recent meta-analysis reported students in online conditions performed modestly better than those learning through traditional face-to-face instruction. Moreover, instruction combining online and face-to-face elements had a larger advantage relative to both purely face-to-face instruction and purely online instruction. We have investigated the performance of students enrolled in traditional versus hybrid elementary statistics courses at our institution. We collected and analyzed student performance data for the course goals over the spring semester of 2011. Discussion of the results of our research involving hybrid statistics courses and suggestions for conducting successful hybrid courses will occur. Statistics is a particularly challenging course, as it has historically been a source of high anxiety levels for students and involves many computational aspects, uses of various types of technologies, and elements of reading comprehension. The audience will be asked to convey possible advantages and disadvantages regarding hybrid course implementation in other disciplines.
