1. Basic Algebra: A Comparison of Results- Hybrid Vs. Online AMATYC Conference Minneapolis, MN November 1, 2007 Louise Olshan County College of Morris

2. Themed 2 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)

3. Themed 3 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

4. Themed 4 History First: “web-enhanced” classes Second: Online classes Third: Hybrid classes

5. Themed 5 Why Hybrid? Improve student success rates over online rates Address issues with online classes

6. Themed 6 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

7. Themed 7 Potential Problems with Hybrid Classes New idea for students Hard to sell Not as flexible as online classes

8. Themed 8 Courses Offered at County College of Morris – Online and Hybrid Remedial 1. Basic Mathematics Online 2. Basic AlgebraOnline and Hybrid 3. CombinedOnline

9. Themed 9 Courses Offered at County College of Morris – Online and Hybrid For Credit 1. College AlgebraOnline and Hybrid 2. Basic StatisticsOnline and Hybrid 3. StatisticsOnline and Hybrid 4. Math for Liberal ArtsOnline

10. Themed 10 Basic Algebra I - Online 16 week class 8 week class 1. First 8 weeks 2. Last 8 weeks 3. Summer 4 week winterim class

11. Themed 11 Basic Algebra I - Hybrid 8 week course – last 8 weeks Five class meetings/150 minutes each

12. Themed 12 Basic Algebra Online Data A36 B45 C87 D64 U242 Totals474

13. Themed 13 Basic Algebra Online Percentage Data A8 B9 C18 D14 U51

14. Themed 14 Basic Algebra Online Percentage Data

15. Themed 15 Basic Algebra Online Data by Length of Course 16 wk8 wk4 wkTotals 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

16. Themed 16 Basic Algebra Online Percentage Data 16 wk8 wk4 wk A4109 B8 13 C 2123 D16922 U585033

17. Themed 17 Basic Algebra Online Percentage Data

18. Themed 18 Basic Algebra Hybrid Data 8 wk A 8 B4 C 6 D3 U27 Totals 48

19. Themed 19 Basic Algebra Hybrid Percentage Data 8 wk A17 B8 C13 D6 U56

20. Themed 20 Basic Algebra Hybrid Percentage Data

21. Themed 21 Basic Algebra Online v. Hybrid Percentage Data 8 wk O8 wk H A1017 B108 C2113 D96 U5056

22. Themed 22 Basic Algebra 8 weeks Online v. Hybrid Percentage Data

23. Themed 23 Faculty Expectations Hybrid format would yield better grades than online format Classroom atmosphere would be similar to face-to-face classroom

24. Themed 24 Faculty Observations Grades did not improve in the hybrid classes as expected Classroom was very different 1. Conversations 2. Sharing 3. Helping

25. Themed 25 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

26. Themed 26 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

27. Themed 27 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?

28. Themed 28 Conclusion What works best depends on many variables 1. Student effort 2. Communications 3. Faculty involvement

29. Themed 29 Contact information: Louise Olshan 973-328-5709 lolshan@ccm.edu County College of Morris 214 Center Grove Road Randolph, NJ 07869