What the Data Show

Of the original courses included in the Blended Learning Initiative, assessment data were collected for four resident instruction courses that were delivered for the first time in a hybrid format during fall 2007 or spring of 2008.  The assessment includes a pre- and post-survey of students and a post-survey of instructors.  Data were collected and results were compiled by the Schreyer Institute for Teaching Excellence and Psychology at Penn State University.

Faculty Perspective
·    All instructors developed a more positive attitude over time
·    Instructors thought the new format was efficient
·    New format required learners to take more responsibility
·    However… some students still come unprepared and with unreasonable expectations

Student Readiness
·    Most students had the necessary technology and self-management skills
·    80% indicated that an online or hybrid course required them to take more responsibility to “teach themselves”
·    50% indicated that this enhanced their learning
·    50% indicated that it made the course more difficult.

Blended Learning Outcomes:  End of the Course Student Data
·    Reported study time for all formats was 5-6 hours per week
·    Most common benefit: ability to manage their schedules more effectively
·    Responsibility for managing time forced them to improve the skill
·    Learners weren’t sure what they signed up for – higher withdrawal rate
·    One-third encountered technical problems
·    Fewer than 50% said they received guidance or knew how to get technical help