Comparing the Outcomes of the Different Teaching Modes: All-in-Person, Hybrid, and Online, for Different Student Demographic Groups in a Business School

The concept of hybrid education is spreading. Far less research has been done comparing hybrid teaching to online and F2F teaching. Nearly all this research assumes that there is no difference in the students entering F2F, Hybrid, or online sections of a course. This study used data from four years of courses that were taught in Coles College of Business at Kennesaw State University. This data set with individual student and course outcomes, included full student demographics including previous university GPA. The results showed for all demographics, hybrid course sections gave better final course grades than online sections, which in gave better final grades than F2F sections. However, for instructors who taught Hybrid courses also gave higher course GPAs for F2F sections than those who did not teach hybrid.

Collaborative Wikis

In most courses, by the end learners lose sight of material covered at the start. A final exam is a conventional way to enforce review, but few students find it rewarding and fostering of deep learning. Collaborative wikis hold more promise for more integrative and more significant learning, especially in online and hybrid courses, when used as a cumulative major assignment or as end-of-course activities. Wikis have several advantages over exams: they foster more integrative and deeper forms of learning; they foster constructive collaboration with peers; they tap into digital resources that are inexpensive and readily available; they work well for both synchronous and asynchronous learners; and they engage different kinds of learners in more dynamic ways, provoking less stress than traditional exams. Without neglecting the needs of formative assessment, collaborative wikis are constructive tools for reviewing course material and fostering deeper forms of learning.

Creating Online Instruction that is Accessible, Usable, and Inclusive

As a consequence of the COVID19 pandemic, we have witnessed a swift movement of onsite and hybrid courses to fully online formats. This development has created an urgent need for the design and delivery of online content and engagement mechanisms that are equitable for all students. There is little evidence that many of these courses are accessible to, usable by, and inclusive of students with disabilities. The author of this article discusses challenges students with disabilities face in accessing online content and engaging in online activities as well as choices that instructors and online course designers can make with respect to pedagogy and information technology (IT) to ensure that their classes are accessible to, usable by, and inclusive of all students. She introduces for those new to this field the potential of the universal design (UD) framework to inform the design of online learning that addresses the needs of students with a wide range of characteristics.

The Teaching Design and Application of Online - Offline Hybrid Curriculum under the Influence of the Novel Coronavirus Pneumonia Epidemic

This paper analyzes the differences between online and offline courses in teaching organization, course content and practice, as well as the differences between hybrid teaching and hybrid courses in concept and emphasis. This paper puts forward the basic principles and requirements of hybrid courses teaching design, and discusses the key points and application scenarios of hybrid courses teaching design from three aspects: teaching objectives, teaching elements and teaching activities. And the key issues that need to be figured out are explained.

Student Preferences After Taking Online, Face-to-Face, and Hybrid Courses on Educational Technology

A survey-based study aimed at improving the course of educational technology was conducted with undergraduate students from 2018 through 2020. The study is based on an online survey. The results suggest that there is no “one-size-fits-all” mode of teaching; a considerable fraction of responses suggest a preference for online instruction, while the responses demanding face-to-face assistance are less numerous. The largest proportion of choices suggest demand for the blend of both. The study also looked at age and gender as factors influencing the preference of a teaching mode. Teacher presence in online/hybrid courses was found critical. Recommendations for designing an online course based on the study are offered.