Assignment Of Grades And Student Performance In A Hybrid Operations Management Course:  What Works And Ideas For Improvements

The production and operations management class offered at California State University, Fresno underwent a transformation from being a four-unit, face-to-face course to a hybrid course. This hybrid course, which is required for all students in the Craig School of Business, includes two units of face-to-face instruction each week, with some coverage of conceptual material as well as review and practice of the mathematical material presented online. There are also two units of online streaming lecture instruction created and delivered by the course coordinator covering primarily quantitative material with some coverage of conceptual material for some chapters. This second component translates into about ten hours of online related activities during the week for the students, requiring a large amount of self-discipline as they study and learn complex mathematical concepts applied to production management. Students are expected to work through this material and complete corresponding quantitative worksheets prior to coming to class. This paper compares the proportions of assigned grades of 116 students in four sections of the hybrid production and operations management class in the fall of 2006 to the proportions of assigned grades of 76 students in three sections of the course conducted in the spring of 2001, one of the last semesters that it was taught entirely in the classroom. Changes that have taken place in the delivery of the course will be described, as well as suggestions for making the instructor’s delivery of the course more effective in the future. Fisher’s exact test and chi-square analysis will be performed to determine if there was a significant change in the proportions of assigned grades between the face-to-face format and the hybrid course. One item of particular interest is the proportion of assigned grades on the comprehensive, final exam, the content of which was virtually the same in 2001 as in 2006. Thus, it provides a consistent measure of the students’ overall understanding of both conceptual and mathematical material at the end of the semester.

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Transitioning to Blended Learning: Understanding Student and Faculty Perceptions

Online Learning ◽

10.24059/olj.v15i1.188 ◽

2011 ◽

Vol 15 (1) ◽

Cited By ~ 1

Author(s):

Nanette P. Napier ◽

Sonal Dekhane ◽

Stella Smith

Keyword(s):

Blended Learning ◽

Student Performance ◽

Liberal Arts ◽

Faculty Perceptions ◽

Liberal Arts College ◽

Final Exam ◽

Face To Face ◽

Faculty Teaching ◽

Face To Face Instruction ◽

The Impact

This paper describes the conversion of an introductory computing course to the blended learning model at a small, public liberal arts college. Blended learning significantly reduces face-to-face instruction by incorporating rich, online learning experiences. To assess the impact of blended learning on students, survey data was collected at the midpoint and end of semester, and student performance on the final exam was compared in traditional and blended learning sections. To capture faculty perspectives on teaching blended learning courses, written reflections and discussions from faculty teaching blended learning sections were analyzed. Results indicate that student performance in the traditional and blended learning sections of the course were comparable and that students reported high levels of interaction with their instructor. Faculty teaching the course share insights on transitioning to the blended learning format.

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Comparing Jamaican Students Performance With Students In The United States, The Grand Bahamas And The Online Program

College Teaching Methods & Styles Journal (CTMS) ◽

10.19030/ctms.v1i2.5224 ◽

2011 ◽

Vol 1 (2) ◽

pp. 5 ◽

Cited By ~ 1

Author(s):

Bahaudin Mujtaba

Keyword(s):

United States ◽

Student Performance ◽

The United States ◽

Final Exam ◽

Face To Face ◽

Significant Difference ◽

Post Test ◽

Contact Hours ◽

Face To Face Instruction ◽

Online Format

This study documents learning and student performance through objective tests with graduate students in Kingston-Jamaica and compares the final exam results with students taking the same course, the same test, with the same instructor at different sites throughout the United States and in the Nassau cluster, Grand Bahamas. The scores are further compared with students who completed this course and final exam in the online format. The group of Jamaican, Bahamian and students in Tampa completing this course received traditional, face-to-face instruction in a classroom setting, with classes delivered in a weekend format with 32 face-to-face contact hours during the semester. As expected, findings revealed that there was a statistically significant difference (% = .05) in the mean test scores of the pre-test and post-test for this group of students enrolled at the Kingston cluster.Furthermore, the results of final exam comparison with similar groups in the United States and Bahamas showed no significant differences. The comparison of student performance in Kingston with online students is also discussed.Overall, it is concluded that many of the learning outcomes designed to be achieved as a result of the course activities, specifically the final exam, were achieved consistently for students taking this course with the assigned faculty member in Jamaica, the United States and the Grand Bahamas.

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Impact of Learning in the COVID-19 Era on Academic Outcomes of Undergraduate Psychology Students

Sustainability ◽

10.3390/su13168735 ◽

2021 ◽

Vol 13 (16) ◽

pp. 8735

Author(s):

Juan Luis Martín Ayala ◽

Sergio Castaño Castaño ◽

Alba Hernández Santana ◽

Mariacarla Martí González ◽

Julién Brito Ballester

Keyword(s):

Academic Performance ◽

Online Education ◽

Student Performance ◽

Final Exam ◽

Conditioning Factors ◽

Face To Face ◽

Online Mode ◽

Significant Difference ◽

Containment Measures ◽

The Face

The COVID-19 pandemic, and the containment measures adopted by the different governments, led to a boom in online education as a necessary response to the crisis posed against the education system worldwide. This study compares the academic performance of students between face-to-face and online modalities in relation to the exceptional situation between the months of March and June 2020. The academic performance in both modalities of a series of subjects taught in the Psychology Degree at the European University of the Atlantic (Santander, Spain) was taken into account. The results show that student performance during the final exam in the online modality is significantly lower than in the face-to-face modality. However, grades from the continuous evaluation activities are significantly higher online, which somehow compensates the overall grade of the course, with no significant difference in the online mode with respect to the face-to-face mode, even though overall performance is higher in the latter. The conditioning factors and explanatory arguments for these results are also discussed.

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Development of a Hybrid Heat and Mass Transfer Course

Volume 5: Engineering Education ◽

10.1115/imece2018-87934 ◽

2018 ◽

Author(s):

Julie Mendez

Keyword(s):

Mass Transfer ◽

Student Performance ◽

Heat And Mass Transfer ◽

Student Feedback ◽

Course Structure ◽

Hybrid Course ◽

Face To Face ◽

Class Time ◽

Course Grades

This work describes the development of a hybrid junior-level 4-credit-hour heat and mass transfer course. The lecture portion of the course was developed as approximately 80% online. The students and instructor met in person for the lecture portion of the course once every other week for 50 minutes, with the remaining activities completed online. The laboratory portion of the course remained in the traditional face-to-face format. Specifications grading was used to determine final course grades. This paper will describe the course structure, types of assignments, and use of face-to-face class time. Student performance in the hybrid course is compared to previous student performance in the same course taught in a face-to-face format. Student feedback and instructor observations are shared.

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Performance Assessment And Comparison Of Learning In International Education: American Versus Jamaican Students Learning Outcomes

College Teaching Methods & Styles Journal (CTMS) ◽

10.19030/ctms.v2i3.5266 ◽

2011 ◽

Vol 2 (3) ◽

pp. 33

Author(s):

Bahaudin G. Mujtaba ◽

Jean McAtavey

Keyword(s):

International Education ◽

Student Performance ◽

Performance Measure ◽

Graduate Course ◽

Final Exam ◽

Main Campus ◽

Fort Lauderdale ◽

Significant Difference ◽

Post Test ◽

Face To Face Instruction

The purposes of the study were to assess and compare learning gained in a masters of science in human resources course entitled Management Communication and to measure performance through an objective pre-test and post-test examination with students pursuing their degree at a cluster site in Kingston, Jamaica, away from the main campus with those at the campus (Fort Lauderdale, Florida).These students were completing this graduate course in the summer term of 2005 and received traditional, face-to-face instruction in a classroom setting, with classes delivered in a weekend format during the term. Two different instructors taught the class using the same performance measure for comparison purposes. Student performance for the purpose of this study was defined as the score on the pre-test and on the final examination (post-test).Findings revealed that there was a statistically significant difference (alpha = .05) in the pre-test and post-test scores of students enrolled at the Kingston of Jamaica cluster and those at the Main Campus. Both groups had significant gains in the pre- and post-test examinations. Furthermore, the overall performance of students in Jamaica seems to be equivalent to the performance of students at the Main Campus when the classes are taught by two different faculty members who used the same final exam questions.

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Blended Learning in Principles of Marketing: The Effects of Student Differences on Student Performance

Journal of Marketing Education ◽

10.1177/02734753211058357 ◽

2021 ◽

pp. 027347532110583

Author(s):

Joseph P. Cannon ◽

Ritu Lohtia ◽

Brianna JeeWon Paulich

Keyword(s):

Blended Learning ◽

Student Performance ◽

Individual Factors ◽

Student Effort ◽

Face To Face ◽

Factors Influencing ◽

Improve Student Performance ◽

Student Differences ◽

Face To Face Instruction ◽

Test Individual

Blended learning, which combines the benefits of both online learning and face-to-face instruction, is becoming popular in higher education. Despite its increase in application, there is limited research on the mechanisms to improve student performance in blended learning courses. This article aims to identify and empirically test individual factors influencing student performance in an introductory marketing course offered in a blended learning format. Through two surveys conducted during the semester at two large, public business schools, we find that metacognitive regulation, metacognitive knowledge, and student effort enhance student performance in blended learning courses. We also find that self-efficacy and course-specific attitudes affect metacognition and student effort. Based on the results, we provide practical strategies to design blended learning courses that improve student performance.

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Inverting a non-major’s biology class: Using video lectures, online resources, and a student response system to facilitate deeper learning

Journal of Teaching and Learning with Technology ◽

10.14434/jotlt.v3n2.12853 ◽

2014 ◽

pp. 31-39 ◽

Cited By ~ 2

Author(s):

Jayson Elliott Lloyd

Keyword(s):

Student Performance ◽

Goodness Of Fit ◽

Student Response ◽

Online Resources ◽

Student Response System ◽

Final Exam ◽

Face To Face ◽

Biology Class ◽

Response System ◽

Video Lectures

Using pre-recorded video lectures, online resources, and a student response system (iClicker), instructors attempted to facilitate deeper learning in a non-major’s biology class. Following an inverted classroom format, students viewed lecture videos and completed online activities prior to face-to-face meetings with instructors. During face-to-face (traditional “lecture”) time, instructors tested student knowledge and guided students in group activities. Using a quasi-experimental design, researchers compared student performance on a comprehensive final exam with student performance from a previous semester. An independent sample t test indicated that students engaged in the inverted instructional model (N = 73, M = 74.49, SD = 12.54) performed better than students engaged in a traditionally model of instruction (N = 76, M = 70.32, SD = 12.19), t(147) = 2.06, p = 0.02. The effect size for this analysis (d = 0.33) represents a small effect according to Cohen (1988). Researchers also performed a chi-square test of goodness-of-fit to determine if grade distributions from the inverted model differed from the traditional model. Grade distributions from the inverted model were significantly different, X2 (5, N=100) = 24.85, p < .05.

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A comparison of student performance and satisfaction between a traditional and integrative approach to teaching an introductory radiology course on the extremities

Journal of Chiropractic Education ◽

10.7899/jce-17-26 ◽

2019 ◽

Vol 33 (1) ◽

pp. 21-29 ◽

Cited By ~ 2

Author(s):

Fiona D. Jarrett-Thelwell ◽

Jeanmarie R. Burke ◽

Jean-Nicolas Poirier ◽

Kristina Petrocco-Napuli

Keyword(s):

Student Satisfaction ◽

Student Performance ◽

Integrative Approach ◽

Delivery Methods ◽

Face To Face ◽

Letter Grades ◽

Laboratory Examinations ◽

Method Student ◽

Face To Face Instruction ◽

Educational Delivery

Objective: The purpose of the study was to compare student performance and student satisfaction ratings for an introductory extremities radiology course taught using 2 different educational methods. Methods: One group of students was taught using a traditional face-to-face instruction method, and the other group received an integrative blended-learning approach. A multivariate analysis of scores on lecture and laboratory examinations was performed to detect differences in student performance between the 2 methods. An independent t test was performed to compare the final course averages between the 2 methods. χ2 Analysis was used to compare the distribution of letter grades and levels of satisfaction between the 2 groups. Results: Test scores were higher for the integrative approach than for the traditional face-to-face method (p < .05). However, the differences were not meaningful, as the greatest improvement in correct responses was only for 2 questions. Students appeared to be more satisfied with the integrative approach when compared to the traditional method (p < .05). Conclusion: Student satisfaction with the educational delivery methods in an introductory extremities radiology course using an integrative approach was greater than for the traditional face-to-face instruction method. Student performance was similar between the 2 cohorts.

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