Comparative Analysis of Generation Z Era Students’ Overall Grades and Course Satisfaction of a Basic Floral Design Course Taught Fully Face-to-face versus an Online Hybrid Format

As Generation Z (born 1995–2012) students replace Millennial (born 1981–94) students on college campuses, instructors may begin to evaluate and structure their courses based on how this new generation best learns. Generation Z students were exposed to such things as the internet, smart phones, personal computers, and laptops since infancy and, hence, are very comfortable with technology and multitasking. The purpose of this study was to compare students’ overall grades and perceptions of the course and instructor in a face-to-face vs. an online/hybrid basic floral design course taken by a majority Generation Z student population. The face-to-face course consisted of live lectures that met twice per week for 50 min at an assigned time; reading materials and standard lecture slides were used. The hybrid course had content placed online within weekly modules and released to students in an asynchronous manner each Monday. Both versions of the course had a face-to-face laboratory that met once per week. Comparisons of grades between the face-to-face and hybrid course formats were made using analysis of variance tests. A Mann-Whitney U test was used to determine if there were statistically significant differences in the way students in each course format answered the end of semester course and instructor evaluation survey. Of those that took the course, a majority [466 (98.3%)] was between the ages 18 and 24 years, within the Generation Z era. When comparing grades within this group, it was found students in the hybrid course received more A and B letter grades overall [223 (91%)] compared with the students of the same age range in the face-to-face course [198 (88.7%)]. Overall, seniors and juniors scored higher grades in both the hybrid and face-to-face course when compared with the sophomore and freshmen within the same class. No significant difference was found between the face-to-face and hybrid students’ responses to any of the 11 questions on the course and instructor evaluation survey. Results showed an overall high level of satisfaction (4.50) for both the face-to-face and hybrid format.

Communication, Flexibility, and Resilience: Navigating the Shift to Virtual Service-Learning During COVID-19

Major disruptions to traditional academic learning have occurred since the onset of the COVID-19 pandemic, as most higher education institutions have shifted to online or hybrid course delivery. This virtual shift has significant implications for service-learning. In this study, we explored the impact of virtual service-learning on public relations instructors and community partners. Interview respondents described challenges to virtual service-learning related to the pandemic but also noted unanticipated benefits, such as creativity and resilience. In addition, community partners and public relations instructors recommended a heightened focus on communication, flexibility, and adaptability to ensure successful virtual service-learning experiences for students and organizations.

Post-COVID-19 Adaptations; the Shifts Towards Online Learning, Hybrid Course Delivery and the Implications for Biosciences Courses in the Higher Education Setting

The Covid-19 pandemic has created challenges and caused disruption across the Higher Education sector; university campuses closed, and face-to-face teaching and assessment shifted to an online format. Learning from our students’ experience during this period will help us shape future hybrid delivery so that it best fits Bioscience students. This pedagogical study explored Aston University’s Bioscience students’ experiences of studying from home, and the impact of the lockdown on mental wellbeing and quality of life. 151 students completed an online survey during August 2020, which included open and closed questions. Analysis of survey data revealed that a majority of students reported positive experiences of online open-book assessments and most would welcome this format in the future. The majority of students faced no technical issues, predominantly stating that they also had good internet connectivity. Shifting to remote learning and online classrooms uncovered conflicting preferences; despite wanting more interactive lectures, only half of the students were comfortable interacting using video cameras. Free text responses provided an insight into how some students reported an inadequate home working space/environment and lacked necessary items such as a desk, highlighting how remote working may intensify social and digital inequality - particularly for students from more deprived households. Wider detrimental experiences of lockdown included dissatisfaction with access to healthcare, decreased concentration, sleeping difficulties and a decline in mental wellbeing. Education strategies going forward will need to address the mental health needs of students who have suffered during the pandemic. Our university, amongst others, is embracing hybrid course delivery, which could offer a solution to ensuring Bioscience students receive hands-on laboratory experience and face-to-face contact to remain motivated and benefit from the on-campus facilities and support, whilst allowing students some of the flexibility afforded by remote study. In the current competitive higher education market where student retention is key, it is important to consider student demographics and digital equity to ensure an appropriate approach is applied to cater for all students.

Teaching English Grammar in a Hybrid Academic ESL Course

This study investigates whether hybrid instruction can positively affect the development of learners' knowledge of English grammar and editing skills, as well as whether learners have positive perceptions of the hybrid design. The study was conducted in two sections of an English grammar and editing skills class. One section was designed as a hybrid course while the other was a traditional face-to-face (f2f) class. To determine the effectiveness of hybrid instruction, a quasi-experimental design with a pre- and posttest was used. To investigate learner perceptions of the hybrid design, learners were asked to complete a questionnaire and participate in a focus group. The results indicate that after the treatment there were negligible differences between the two groups in terms of their knowledge of English grammar and editing skills. The learners had positive perceptions of the hybrid design and offered some suggestions for improving course effectiveness.

Asynchronizing with the Framework: Reflections on the process of creating an asynchronous library assignment for a first-year writing class

As many of yours surely have, my institution, the University of Illinois-Chicago (UIC), moved at great speed to adapt to the need for online instruction this fall. This has proved a challenge for library instruction, to put it mildly. Our library instruction has almost exclusively been in-person, on-site, and live, and the switch to online and hybrid course delivery has made all of those aspects difficult, especially when it comes to courses offered asynchronously, where students engage with course content at different points in time within a given timeframe.