1. A move to use the hybrid approach in delivering courses: the experiences of lecturers and students at the University of Education, Winneba Ruby Hanson & Joyce Nsiah-Asante University of Education, Winneba, Ghana

2. Rationale for the study
Response to Worldwide/ university wide move to develop skills in educational technology
University strategic plan on ICT
Massification - to meet large classes
UEW/PHEA ETI partnership training of lecturers
To encourage lecturers to mount courses online (in hybrid mode)

3. Approaches to delivering Courses
Traditional face to face
Hybrid (MOODLE)
Online
Hybrid courses / blended learning are a mix of active face-to-face and online courses
- Hybrid courses reduce pressure on classrooms and introduces flexibility into teaching/learning

4. Design of Online Courseware
Develop course manual (with web ethics)
Get notes ready
Web links and e-activities
Total number of hours available apportioned between two modes
Provision of academic and technical help
Gagne’s instructional design principles and Salmon’s 5-stages of e-learning employed

5. Purpose of Study
To investigate the effect of the hybrid approach on students’ learning
To investigate how Faculty perceived the effectiveness of the Hybrid approach
To investigate students/faculty challenges of the hybrid approach

6. Research Questions
How do students perceive the effectiveness of the hybrid approach on their learning?
How do Faculty perceive the effectiveness of the hybrid approach in their courses delivery?
What are students challenges in the use of the hybrid approach?
What are Faculty’s challenges in the use of the Hybrid approach?

7. Methodology
Population/ Sample
- 10 lecturers in the design
6 Lecturers interviewed
48 students interviewed over 12 week period
Instruments used
Observation
interview

8. Results/Findings Enhanced learners’ ICT competence
Students’ Perceptions
Enhanced learners’ ICT competence
Increased learner engagement with course content
Exposure to variety of learning resources
Exposure to different teaching styles
Increased collaboration/socialisation
Enhanced cognition
Enhanced reflection

9. Results /Findings Faculty’s perceptions
Enhanced writing and computer skills
Easy assessment of courses
Harness technology for easy feedback
Flexibility in teaching
Cater for large student base
Monitoring of students’ participation

10. Results – Students’ challenges
Access to uninterrupted internet supply
Hesitation to explore MOODLE platforms
Inadequate ICT skills
Work overload
Timelines

11. Results- Faculty’s challenges
Balance between technical demands and pedagogical goals
Uploading of large files
Work overload (Kamarrudin, 2010)
Practicalities in design and course delivery
Loss of roles (DRHEA, 2009)
Time constraints

12. Conclusion UEW strategic plan 4 achieved
Faculty’s use of ET improved with PHEA-ETI programme
Capacity of Faculty to design and develop online courses using instructional design principles enhanced
Improved instructional practices and general pedagogy
Paradigm shift in favour of student-centred learning
Authentic assessment

13. Recommendation More courseware to be developed and deployed online
First meeting must be welcoming and always face-to-face to arouse students interest and explain various MOODLE platforms
Basic ICT training to be provided for Faculty and students intermittently
Check links regularly
Provision of a bigger and more efficient bandwidth / internet service