Students' Positive and Negative Experiences in Hybrid and Online Classes

Abstract

As higher education institutions struggle to meet the growing demand for education from non-traditional students, many are turning to hybrid and online courses. These courses, free up classroom space, allow faculty to reach a wider audience using technology; and are therefore cost effective. But, what learning experiences do these courses provide students? Understanding the students' experiences in these courses has implications on the effectiveness of the teaching strategies. This study describes the characteristics of hybrid and online courses, the students' positive and negative experiences in hybrid and online courses, and what can be done to improve hybrid and online courses. Twelve students enrolled in a hybrid course and 41 students in an online course were interviewed for this qualitative study. Additional data was obtained from the class' online discussion forums. Flexibility in the class schedule and the instructor's availability were positive experiences for the hybrid course. Convenience, instructor availability, and online interactions were cited as positives for the online course while the negatives were technology hiccups and a sense of feeling lost in Cyberspace. Training faculty and familiarizing students with online course environments are recommended to improve online and hybrid courses. ********** Traditionally, learning has been assumed to take place in a classroom or face-to-face environment where the instructor and students are physically together. But, not all students learn the same way and therefore the traditional approach is not ideal for all students (Young, 2002). Therefore, the notion that learning only takes place in face-to-face environments has since been challenged and overtaken by the use of the Internet and network technologies to provide a means of communication to learners wherever they are located (Stacey et al, 2004). The current paradigm shift in higher education, from traditional classroom settings to distance education program delivery via the internet (Ryan et al, 1999), has ensured that every student is fully engaged in at least some class activities. In addition, instructors are using technology as part of instructional strategies to overcome limited budget constraints and serve the growing numbers of non-traditional students. Today, hybrid and online courses are among the delivery strategies widely used. In the traditional format, the teacher develops and transmits the content to the students who learn in a face-to-face environment (Knowles, 2005). Although during a set period of time, learners are frequently provided with activities that require them to be active rather than listen and or watch passively (Berg, 2003; Knowles, et al, 2005; Perry 2003), the instructional approach may generate productive interaction among all participants in the class. However, the face-to-face approach has a number of shortcomings, namely: 1) it requires the students and the instructor to be in the same room; 2) instruction can be inconsistent; and 3) lack of flexibility. In addition, the diverse skill levels of the students in the class presents another challenge. As each student comes to class with a different purpose, expectation, experience, and ability within a given topic, the normal one-size-fits-all course does not produce effective results in this situation. The pace of classroom instruction may only be applicable to a few students and may limit activities that can be performed in a classroom setting. The shortcomings of the face-to-face approach have paved the way for alternative approaches such as hybrid and web-based courses. Characteristics of Hybrid Courses A hybrid course, also known as web-enhanced/assisted, or blended course, is a course that combines elements of face-to-face instruction with elements of distance teaching (Lorenzetti, 2004). In most cases, through the use of technology, hybrid courses allow students to first meet new information, concepts and procedures outside the classroom before the class physically meets. …

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