Basic Algebra: A Comparison of Results-

Hybrid Vs. Online

AMATYC ConferenceMinneapolis, MN

November 1, 2007

Louise OlshanCounty College of Morris

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Definition of Online Class

Class in which all the learning activities are online

Communication with instructor is predominantly through email or chat room

Proctored assessments may require presence at testing center (on campus or local location)

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Definition of Hybrid Class

Class in which a significant part of the learning activities have been designed to be online with a resulting reduction of time in the traditional face-to-face classroom

Hybrid classes should combine the best aspects of the traditional face-to-face classroom with the advantages offered by the online format

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History

First: “web-enhanced” classes

Second: Online classes

Third: Hybrid classes

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Why Hybrid?

Improve student success rates over online rates

Address issues with online classes

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Goals for Hybrid Classes

Combine the best parts of the traditional face-to-face class with the best aspects of an online class

Online and face-to-face parts should be interdependent

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Potential Problems with HybridClasses

New idea for students

Hard to sell

Not as flexible as online classes

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Courses Offered at County College of Morris – Online and Hybrid

Remedial

1. Basic Mathematics Online

2. Basic Algebra Online and Hybrid

3. Combined Online

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Courses Offered at County College of Morris – Online and Hybrid

For Credit

1. College Algebra Online and Hybrid

2. Basic Statistics Online and Hybrid

3. Statistics Online and Hybrid

4. Math for Liberal Arts Online

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Basic Algebra I - Online

16 week class

8 week class1. First 8 weeks

2. Last 8 weeks

3. Summer

4 week winterim class

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Basic Algebra I - Hybrid

8 week course – last 8 weeks

Five class meetings/150 minutes each

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Basic Algebra Online Data

A 36

B 45

C 87

D 64

U 242

Totals 474

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Basic Algebra OnlinePercentage Data

A 8

B 9

C 18

D 14

U 51

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Basic Algebra OnlinePercentage Data

0

10

20

30

40

50

60

A B C D U

Online

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Basic Algebra Online Databy Length of Course

16 wk 8 wk 4 wk Totals

A 8 22 6 36

B 15 22 8 45

C 25 47 15 87

D 30 20 14 64

U 109 112 21 242

Totals 187 223 64 474

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Basic Algebra Online Percentage Data

16 wk 8 wk 4 wk

A 4 10 9

B 8 10 13

C 13 21 23

D 16 9 22

U 58 50 33

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Basic Algebra Online Percentage Data

0

10

20

30

40

50

60

A B C D U

16 wk

8 wk

4 wk

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Basic Algebra Hybrid Data

8 wk

A 8

B 4

C 6

D 3

U 27

Totals 48

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Basic Algebra Hybrid Percentage Data

8 wk

A 17

B 8

C 13

D 6

U 56

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Basic Algebra Hybrid Percentage Data

0

10

20

30

40

50

60

A B C D U

8 wk H

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Basic AlgebraOnline v. Hybrid Percentage Data

8 wk O 8 wk H

A 10 17

B 10 8

C 21 13

D 9 6

U 50 56

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Basic Algebra 8 weeksOnline v. Hybrid Percentage Data

0

10

20

30

40

50

60

A B C D U

8 wk O

8 wk H

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Faculty Expectations

Hybrid format would yield better grades than online format

Classroom atmosphere would be similar to face-to-face classroom

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Faculty Observations

Grades did not improve in the hybrid classes as expected

Classroom was very different1. Conversations

2. Sharing

3. Helping

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Anecdotal Comments

Faculty– Students in hybrid classes bonded and worked

together

– More discussion in class and online

– Enjoyed working with students in class

– More positive attitudes at the final exam

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Anecdotal Comments

Students– Appreciated face-to-face meetings

– Did not feel alone; felt part of a group

– Would prefer another math class in hybrid format over the online format

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Further work

Need to explore why shorter length online classes seem to yield better grades

Did hybrid classes improve grades so there were less B, C and D grades?

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Conclusion

What works best depends on many variables

1. Student effort

2. Communications

3. Faculty involvement

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Contact information:

Louise Olshan

973-328-5709

lolshan@ccm.edu

County College of Morris

214 Center Grove Road

Randolph, NJ 07869