Redesign of PSYC 1101 into a 50% Online (Hybrid) Course Bill Siegfried, Sue Spaulding, Lori Van Wallendael

Why We Did It More efficient use of resources (space) Serve more students Encourage student responsibility for learning

What We Achieved More efficient use of large lecture hall (Rowe 130) 4 sections now meet each week instead of students now served per semester (previously about 1000) Common curriculum, text, exams across all sections

Hybrid Format Replaced one of two face-2-face meetings each week with online activities, media assignments, quizzes, & practice exams

Student Outcomes Two hybrid sections and one traditional section were included in the Spring 2011 pilot. Three hybrid sections, 1 traditional section, and one online section were offered in Fall Comparisons were made in performance and course satisfaction across all formats

Grade Distribution DFW – Grade of D or F or Withdrawn ABCDFW Spring 2011 Fall 2011 Spring 2011 Fall 2011 Hybrid69% 31% Traditional76%72%24%28% Online83%76%17%24% The Friday section of the Hybrid course in both Spring and Fall performed significantly below the traditional, other hybrid, or online sections. The students beginning GPA in the Friday section was significantly below the other sections.

Exam Performance, 2 best unit exams and comprehensive final exam, Fall 2011

Performance on core items in common final exam – Fall 2011 ONLINEONLINE TRADTRAD HYBRIDFHYBRIDF HYBRIDWHYBRIDW HYBRIDMHYBRIDM

Why the online advantage? More juniors and seniors (44%) in the online course; mostly freshmen in the hybrid (68%) and traditional (59%) courses Students in the online course had higher average gpa (2.97) than students in the hybrid (2.66) or traditional (2.83) sections

Student Satisfaction HybridTraditionalOnline N = 492N = 218N = 61 MPL contributed to my success in course?69%46%57% Recommend MPL to friends, other students?67%57%64% Wish other Psychology professors used MPL?53%45%53% MPL added value to this course?69%51%64% Compared to traditional format, like hybrid?49%NANA

Student Retention Hybrid courses showed lower rates of Ds and Fs, but higher W rates Weekly student assignments (and firm due dates) may have given at-risk students more information about their likelihood of failure

Academic Integrity? Online students scored an average of 4% higher than hybrid on unit exams Online students scored an average of 9% higher than hybrid on the final exam Only online students took the final exam online; other sections took the final exam in a proctored setting. Extra 5% boost = a measure of online cheating?

What We Learned About Students Not technologically sophisticated! Working on ones own does not necessarily equate to taking increased responsibility Students chase points, not knowledge

Faculty Outcomes Faculty role now defined more by curriculum design and course management Hybrid is more work! Student/faculty interaction is more individual than class-based Much time spent helping students solve technical problems

Advice We Might Offer Need for DETAILED tutorials for students Need reliable technology support Need to be creative in getting TA help Expect lower evaluations during the development phase of the redesign

What the Institution Might Do Technology help for diverse LMSs Support to control academic integrity issues (a testing center!) Hybrid classes come with many rules; instructors need to know that the institution will support faculty members who enforce them