Blended courses, also called hybrid, have a portion of the course taught face-to-face in a classroom, and at least one-third of the course work is online. Some instructors consider this format to be "the best of both worlds." Students receive the personal contact and interaction with the instructor during the classroom portion. They also have flexibility in the pace, access, and repetition of the online content. In this paper, we explore 49 graduate students' expectations for a required operations management course that was delivered in a blended format. The same students were also surveyed at the completion of the course to determine how their expectations matched with their experiences in the course. The majority of students had no prior experience with blended (77.6%) or online (55%) courses. The pre-survey showed students were hesitant or unsure about taking a blended course. At the end of the course, the post-survey included the statement "The online content motivated me to do more learning/studying than I would have done otherwise." Most students "strongly agreed" (21%) or "agreed" (29%) with the statement and fewer "disagreed" (15%) or were "neutral" (35%). The vast majority of students (96%) felt that being able to work the online content at their own pace was beneficial. Only two students (4%) felt they were not able to learn material equally well in the online and traditional portions of the class. Most of the students (85%) expressed the desire to take another blended course based on their experience in this course.
S. L. Murray et al., "Blended Classes: Expectations vs. Reality," Proceedings of the ASEE Annual Conference and Exposition (2015, Seattle, WA), American Society for Engineering Education (ASEE), Jan 2015.
The definitive version is available at https://doi.org/10.18260/p.23624
ASEE Annual Conference and Exposition (2015: Jun. 14-17; Seattle, WA)
Engineering Management and Systems Engineering
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Article - Conference proceedings
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