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The Effectiveness of the Hybrid Courses at De La Salle University
































De La Salle University
Institutional Testing and Evaluation Office
August 2012

Effectiveness of the Hybrid Courses
Institutional Testing and Evaluation Office, De La Salle University
Table of Contents
Title Page
Introduction 1

Objectives of the Study 2

Method 3

Salient Findings 5

Students Ratings on the Teaching Effectiveness
of Hybrid Faculty Members 5
Assessment of the Teaching-Learning Process
In the Hybrid Classes 7
Assessment of the Effectiveness of the Hybrid
Courses 9
Comparison Between Hybrid and Traditional
Classroom Set-up 10
Preferred Course Delivery Method 12
Recommendations to Improve the Delivery of
Hybrid Courses 13

Conclusion and Recommendations 15

References 17

Appendix

A (Survey Form for Students) 18
B (Survey Form for Faculty Members) 22















Effectiveness of the Hybrid Courses
Institutional Testing and Evaluation Office, De La Salle University
List of Tables

Table Title Page

1 Profile of Student and Faculty
Respondents 4
2 Ratings on the Teaching Effectiveness
(Survey Results) 5
3 Summary Results of ITEO Hybrid
Faculty Evaluation 7
4 Assessment of the Teaching-Learning
Processes (Survey Results) . 8
5 Summary Results of ITEO Hybrid
Course Evaluation . 9
6 Effectiveness of Hybrid Courses . 10
7 Comparison Between Hybrid and
Traditional Classroom Set-Up . 12
8 Preferred Course Delivery . 13
9 Students Recommendations to Improve
Delivery of Hybrid Courses . 14


Effectiveness of the Hybrid Courses
Institutional Testing and Evaluation Office, De La Salle University
1
The Effectiveness of the Hybrid Courses at De La Salle University

Introduction

In todays online era, the concept of a classroom extends beyond a walled room and into the
realm of cyber space. Computer screens are replacing the blackboard and keypads are replacing the
chalk. Many universities and colleges are offering classes that combine online instructions as an
alternative with traditional on-campus class. Hybrid or blended course model incorporates online
learning, with a few meetings in a classroom in the term. This approach affords the opportunity to see
the instructor face-to-face and avoids a completely impersonal course experience, thereby creating a
learning community without an overly-burdensome meeting schedule.

To keep abreast with the emerging trend, De La Salle University started introducing hybrid
courses during the First Term of SY 2006-2007. With the hybrid classes, the online sessions are
conducted using the Integrated Virtual Learning Environment (IVLE) and at least half of the total
number of hours for the term is used for classroom sessions.

Various programs were initiated in the University to meet the demands of the hybrid set-up.
The Academic Support for Instructional Services and Technology (ASIST) offers training programs that
focus on the management of online courses using tools and resources of the Integrated Virtual
Learning Environment (IVLE) courseware to help the faculty develop knowledge and skills in the
production of innovative instructional media relevant to hybrid classes. In addition, realizing that online
teaching requires more than just the technical applications of a courseware but also other pedagogical
knowledge, skills and other teaching competencies on the part of the online teacher, ASIST also offers
training programs on designing online course content, prompting and sustaining online interactions,
and engaging students in critical and reflective learning (Habulan, 2006).

One important initiative of the University to ascertain the effective delivery of the hybrid
courses is the regular conduct of evaluation of the teaching learning processes in these classes. Thus,
the University embarked on the development of HYBRID faculty and course evaluation forms during
the Third Term of AY 2008-2009 (Valladolid, 2010).

While hybrid learning is fast becoming a trend in education, little research has examined its
effectiveness relative to traditional face-to-face instruction. Strickland (in University of Missouri-
Columbia, 2008) stressed that while in theory it sounds great, there was really no hard evidence that it
works. Furthermore, the few studies that explored the significant differences between the two modes
of instruction reported mixed results.

To determine the effectiveness of blended learning, Strickland (in University of Missouri-
Columbia, 2008) compared the course delivery methods (traditional vs. blended) in two respiratory
therapy courses taught by the same teacher. The method of course delivery, the final examination
grade and the course grade, as well as their satisfaction with the course were determined. She
discovered that there were few statistical differences between the effectiveness of a traditional course
delivery method and a hybrid one. Students in the hybrid classrooms were more frequently confused
regarding course requirements while those in the traditional setting were more pleased with the course
outcomes. Furthermore, she discovered that there were few statistical differences between the
effectiveness of a traditional course delivery method and a hybrid one. The final examination and
Effectiveness of the Hybrid Courses
Institutional Testing and Evaluation Office, De La Salle University
2
course grades were almost identical. She concluded that the results favored the continuing practice of
blended learning environments as a viable option for course delivery in health care education.

Chen and Jones (2007) conducted a survey among MBA students in an accounting class at a
university in the Northern United States to compare the assessments of students in traditional and
blended-learning classes of the course effectiveness and overall satisfaction with the course. Results
indicated that the overall perceptions of the course, instructor and learning outcomes were positive for
both groups. Students also felt strongly that they would use the material in their careers. The majority
of students in the blended learning section indicated that they would take another accounting course
using that approach if it were offered. However, some interesting differences were noted. Specifically,
students in the traditional setting were more satisfied with the clarity of instruction. On the other hand,
students in the blended-learning section felt more strongly that they gained an appreciation of the
concepts in the field. Blended-learning students also indicated more strongly that their analytical skills
improved as a result of the course. The results suggest that the two delivery methods were similar in
terms of final learning outcomes, but that both may be improved by incorporating aspects of the other.

This study is significant since it will provide University administrators feedback on the
effectiveness of the hybrid courses in bringing about desired student outcomes. The information that
will be gathered can be used as bases for future curriculum and program revision and development.


Objectives of the Study

The study sought to determine the effectiveness of the hybrid courses. Specifically, it aimed to
answer the following questions:

1. How do the students rate the teaching effectiveness of the hybrid faculty members in terms of
the following criteria:

1.1 Teaching Skills
1.2 Mastery of Subject Matter
1.3 Teaching Methodology
1.4 Technological Competency
1.5 Teacher-Student Relationship
1.6 Assessment

2. How do the students and faculty assess the teaching-learning process in the hybrid classes in
terms of the following dimensions:

2.1 Course Content and Format
2.2 Interaction/Collaboration
2.3 Use of Technology Resources and Learner Support
2.4 Assessment



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Institutional Testing and Evaluation Office, De La Salle University
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3. How do the students and faculty assess the effectiveness of the hybrid courses in terms of the
following:

3.1 Learning outcomes (development of skills and knowledge), and
3.2 Increase in motivation and interest.

4. How do the students compare the hybrid and traditional classroom set-up in terms of the
following:

4.1 Teachers: quality of teaching performance, class engagement and involvement, and
effectiveness in the delivery of course content,
4.2 Students: extent of learning, class engagement and involvement, level of motivation
and interest, satisfaction with overall learning, and
4.3 Extent of student learning.

5. Which of the two course delivery methods are more preferred by students?

6. What are suggestions of faculty and students to improve the delivery of hybrid classes?


Method

This is a descriptive-evaluative study to determine the effectiveness of the hybrid courses.
The study included 84 undergraduate and 39 graduate school students enrolled in the hybrid courses
during Term 3 of AY 2011-2012 as well as eight faculty members who have taught hybrid courses
since Term 1 of SY 2006-2007 [Table 1]. Majority of the student respondents have already taken other
hybrid courses aside from the subjects they were taking at the time of survey.

Data were gathered through the survey forms (Appendices A and B) that were administered
online to the students and faculty members. The data on students evaluation of hybrid faculty and
course since AY 2009-2010 at the Institutional Testing and Evaluation Office (ITEO) were also
summarized. The study made use of frequencies, means, and standard deviations to present
quantitative data. Responses to open-ended questions were content-analyzed.














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Institutional Testing and Evaluation Office, De La Salle University
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Table 1: Profile of Student and Faculty Respondents

Students Faculty
N=8
Profile
Undergraduate
N=84
Graduate
N=39
f % f % f %
Gender
Male 21 25.00 7 17.95 3 37.50
Female 63 75.00 29 74.36 5 62.50
Not indicated 3 7.69
Total 84 100 39 100 8 100

College/Department Affiliation
College of Business 25 29.76 1 12.50
Applied Corporate Management 25 29.76
College of Education 59 70.24 20 51.28 4 50.00
BS in Early Childhood Education 32 38.10
BSE major in English 24 28.57
BS in Educational Psychology 3 3.57
MA in Education major in Special Ed. 15 38.46
PhD in Educational Leadership 5 12.82
College of Liberal Arts 19 48.72 2 25.00
MA in Political Science 7 17.95
MA in Development Policy 10 25.64
Master of Arts in History 1 2.56
Ph.D. in Literature 1 2.56
Gokongwei College of Engineering 1 12.50
Total 84 100.00 39 100.00 8 100

Year Level
Sophomore 60 71.43
Junior 19 22.62
Senior/Terminal 5 5.95
Total 84 100.00

Classification
Full-time Faculty 4 50.00
Part-time Faculty 4 50.00
Total 8 100

Number of Terms of Teaching Hybrid Courses
4 1 12.50
10 1 12.50
15 1 12.50
24 1 12.50
Not Indicated 4 50.00
Total 8 100

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Institutional Testing and Evaluation Office, De La Salle University
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Salient Findings

1. Students Ratings on the Teaching Effectiveness of Hybrid Faculty Members

1.1 Survey Results:

In general, both the undergraduate and the graduate student respondents rated the
teaching effectiveness of hybrid faculty members as satisfactory. Specifically, the
respondents gave satisfactory ratings to the faculty members teaching skills, mastery
of the subject matter, teaching strategies, technological competency, teacher-student
relationship, and assessment [Table 2].

Table 2: Ratings on the Teaching Effectiveness (Survey Results)


Teaching Effectiveness
Undergraduate
N=84
Graduate
N=39
f Mean SD VI f Mean SD VI
Teaching Skills
Effectiveness in delivering the lessons in both the online
and classroom sessions 84 4.05 0.77 S 39 3.97 0.71 S
Ability to structure learning activities and to deliver them
in the context of real world experiences 83 4.20 0.79 S 39 4.05 0.76 S
Area Mean 4.13 0.79 S 4.01 0.73 S
Mastery of the Subject Matter
Ability to relate the subject matter to other related topics 84 4.29 0.77 S 39 4.44 0.68 S
Ability to explain the lessons with depth 83 4.12 0.85 S 39 4.23 0.84 S
Area Mean 4.20 0.81 S 4.33 0.77 S
Teaching Strategies
Ability to use blended learning approach 83 4.05 0.78 S 39 3.95 0.72 S
Ability to use variety of teaching strategies and
approaches that are appropriate either in face-to-face
or online session 82 4.11 0.82 S 38 3.89 0.89 S
Area Mean 4.08 0.80 S 3.92 0.81 S
Technological Competency
Competence in using IVLE and other online resources 83 4.27 0.80 S 39 4.15 1.01 S
Ability to incorporate various multimedia and applications
in the delivery of the course 82 4.26 0.78 S 39 4.03 1.04 S
Area Mean 4.26 0.79 S 4.09 1.02 S
Teacher-Student Relationship
Availability for online and face-to-face consultation 83 3.90 0.85 S 38 4.05 0.73 S
Ability to initiate and moderate discussions and other
interactive online communications 82 4.16 0.78 S 38 3.84 0.79 S
Area Mean 4.03 0.82 S 3.95 0.76 S
Assessment
Extent to which course requirements and grading policy
in both online and face-to-face are explained 83 4.06 0.79 S 39 3.95 0.69 S
Provision of regular feedback about students course
performance 82 4.10 0.86 S 39 3.77 0.78 S
Area Mean 4.08 0.82 S 3.86 0.73 S
Overall Mean 4.13 0.81 S 4.03 0.82 S


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1.2 ITEO Faculty Evaluation Results

The results of the faculty evaluation in hybrid classes from AY 2009-2010 to AY 2011-
2012 were obtained from the Institutional Testing and Evaluation Office (ITEO). The
ITEO evaluation form contains different items as those used in the survey. A total of 15
faculty members taught hybrid courses from 2009-2012. Out of the 15 faculty
members, two were from the COB, one from CCS, eight from CED, and four from CLA.

Results in Table 3 indicate higher evaluation ratings given by the students in the ITEO
evaluation. Students rated the hybrid teachers teaching performance as very
satisfactory. Particularly, the following teaching behaviors were very evident in the
classroom: (1) structuring of learning activities and delivering them in the context of the
real world experiences, (2) use of simple language and present the lesson in a logical
manner in both the face-to-face and online lessons, (3) making use of research-based
studies and cases to reinforce students understanding of the lesson, (4) following of
the schedule of face-to-face and online sessions as reflected in the syllabus, and (5)
provision of sufficient time for students to express and revise their prior knowledge for
a meaningful learning.

The students also rated the teachers mastery of the subject matter as very
satisfactory. This indicates that to a very great extent that the hybrid teachers were
able to explain the subject matter with depth, discuss the latest developments, and
relate the subject to other related topics. The teachers were also able to answer the
students queries in a direct and convincing way and to process the students
understanding of the lessons.

Similarly, the students rated the hybrid teachers teaching methodology as very
satisfactory. Specifically, the evaluation results pointed out that to a very great extent,
the hybrid teachers were able to use different strategies in the classroom for full
understanding of the lessons, such as blended learning and active learning
approaches, and to use various IVLE tools and resources, audiovisual, print and online
instructional resources.

The hybrid teachers technological competence was also perceived to be very
satisfactory. This indicates that the following teaching behaviors were very evident in
the classroom: (1) demonstrating the required knowledge and skills in using the
different aspects of the IVLE and other online resources, and (2) incorporating a
variety of multimedia elements and applications in the delivery of the course.

The teacher-student relationship was also rated as very satisfactory. This shows that
teachers were able to set the guidelines for student participation in the class, take
active role in initiating and moderating classroom and online discussions, and provide
immediate feedback to students posted questions. They were also able to make
themselves available for face-to-face and online consultation, and to engage students
in reflective and higher order thinking.

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Institutional Testing and Evaluation Office, De La Salle University
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Furthermore, the teachers assessment was rated as very satisfactory. This indicates
that the teachers clearly explain the course requirements, grading system, and
evaluation criteria for participation to a very great extent. They were also able to use
relevant and multiple assessment tools, such as online quizzes, collaborative work and
rubrics.

Table 3. Summary Results of ITEO Hybrid Faculty Evaluation

Factors 2009-2010 2010-2011 2011-2012 Overall
N=13 N=12 N=13 N=38
Rating V.I. Rating V.I. Rating V.I. Rating V.I.
Teaching Skills 4.3563 VS 4.2566 VS 4.2249 VS 4.2793 VS
Subject Matter Mastery 4.2885 VS 4.2223 VS 4.2415 VS 4.2508 VS
Teaching Methodology 4.3085 VS 4.1620 VS 4.0775 VS 4.1827 VS
Technological Competency 4.2589 VS 4.1880 VS 4.0967 VS 4.1812 VS
Teacher-Student Relationship 4.2510 VS 4.1789 VS 4.1288 VS 4.1862 VS
Assessment 4.2263 VS 4.1565 VS 4.1509 VS 4.1779 VS
Overall 4.2683 VS 4.1940 VS 4.1534 VS 4.2052 VS


2. Assessment of the Teaching-Learning Process in the Hybrid Classes

2.1 Survey Results:

The survey respondents were also asked to rate the teaching-learning process in the
hybrid classes. In general, both the undergraduate and graduate students rated the
teaching-learning processes in their hybrid classes as satisfactory, particularly in terms
of course content and format, interaction/collaboration, use of technology resources
and learner support, and assessment [Table 4].


















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Institutional Testing and Evaluation Office, De La Salle University
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Table 4: Assessment of the Teaching-Learning Processes (Survey Results)


Teaching-Learning Process
Undergraduate
N=84
Graduate
N=39
f Mean SD VI F Mean SD VI
Course Content and Format
clear integration and continuity of lessons from face-to-face
to online 83 4.18 0.77 S 39 4.00 0.79 S
relevance of online component to the overall delivery of the
course 81 4.19 0.73 S 38 4.03 0.79 S
Area Mean 4.18 0.75 S 4.01 0.79 S
Interaction/Collaboration
use of various strategies (group projects, teamwork,
exchange of posted remarks) to foster interaction and
collaboration among the students 83 4.18 0.95 S 39 3.87 0.95 S
conduciveness of learning environment for dynamic and
interactive learning 82 4.00 0.93 S 38 3.97 0.75 S
Area Mean 4.09 0.94 S 3.92 0.85 S
Use of Technology Resources and Learner Support
use of different IVLE tools and resources to supplement face-
to-face delivery of course content 84 4.08 0.82 S 39 3.77 0.90 S
availability of guides/tips on the use of various IVLE
applications 82 4.07 0.75 S 39 3.79 0.86 S
Area Mean 4.08 0.79 S 3.78 0.88 S
Assessment
use of appropriate assessment methods for both face-to-
face and online session 84 4.06 0.80 S 39 4.03 0.67 S
use of multiple assessment tools (e.g., online quizzes,
collaborative projects, rubrics, etc.) 82 4.17 0.78 S 39 3.92 0.81 S
Area Mean 4.11 0.79 S 3.97 0.74 S
Overall Mean 4.12 0.82 S 3.92 0.82 S


2.2 ITEO Course Evaluation Results

Results of ITEO hybrid course evaluation for the last three academic years (AY 2009-
2010 to 2011-2012) again indicated higher evaluation ratings. Again, while the factors
included in both the survey form and ITEO evaluation form were generally the same,
the specific items per factor were different. Table 5 presents the summary of ITEO
course evaluation results from AY 2009-2012.

Students have very favorable perception of the different components of the hybrid
course as they rated them very satisfactory. The highest rating was given to course
content and format and followed by interaction/ collaboration.

In so far as course content and format is concerned, the students indicated that:
(1) the syllabus clearly identifies the blending of face-to-face and online components,
(2) the course objectives, teaching strategies, requirements and expectations are
clearly explained, (3) there is a clear integration and continuity of lessons from face-to-
face to online, (4) the online component is relevant to the overall delivery of the
Effectiveness of the Hybrid Courses
Institutional Testing and Evaluation Office, De La Salle University
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course, and (5) the course utilizes other forms of supplementary instructional
materials.

Interaction and collaboration are also evident to a very great extent in the hybrid
course. They are demonstrated in the teachers active role in moderating discussions
and feedback, in the use of group projects, teamwork and exchange of posted remarks
and documents, and in clearly stated expectations regarding students level of
students participation.

There was a very great extent of use of technological resources and learner support in
the hybrid classes, specifically of IVLE tools and resources (discussion forum, workbin,
chatrooms, etc.). Guides/tips on the use various IVLE applications, etiquette
expectations on discussion and emails, and various links to reference were also made
available to the students.

Finally, the students rated the assessments used in the hybrid course as very
satisfactory. This indicates that the course requirements and grading system and the
specific and descriptive criteria for evaluation of students work and participation were
very clearly explained. Regular feedback about students course performance was also
made available and multiple assessment tools were used.

Table 5: Summary Results of ITEO Hybrid Course Evaluation

Factors 2009-2010 2010-2011 2011-2012 Overall
N=13 N=12 N=13 N=38
Rating V.I. Rating V.I. Rating V.I. Rating V.I.
Course Content & Format 4.1945 VS 4.3644 VS 4.2405 VS 4.2664 VS
Interaction/Collaboration 4.1097 VS 4.3117 VS 4.1365 VS 4.1859 VS
Use of Technology 3.9855 S 4.2174 VS 4.0520 VS 4.0849 VS
Assessment 4.0572 VS 4.2333 VS 4.0891 VS 4.1265 VS
Overall 4.0867 VS 4.2817 VS 4.1295 VS 4.1660 VS


3 Assessment of the Effectiveness of the Hybrid Courses

3.1 Learning Outcomes

Both the undergraduate and the graduate students indicated that the hybrid courses
were effective to a great extent in terms of developing their skills and knowledge
(learning outcomes). On the other hand, the faculty respondents thought that they
were effective to a very great extent.

Particularly, both felt that hybrid classes have made the students become actively
involved or engaged in their own learning, more interested in the subject matter,
enjoy the class a lot more, gain computer literacy skills that will be valuable in their
future classes and the workplace, and develop/enhance their critical thinking and
problem-solving skills.
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3.2 Increase in Motivation and Interest

Both the undergraduate and the graduate students as well as the faculty respondents
indicated that the hybrid courses were effective to a great extent in terms of increasing
the motivation and interest of the students. Specifically, the hybrid courses have
greatly developed their self-confidence, time management and organizational skills,
motivation to study hard, conscientiousness/responsibility in managing their own
assignments and projects, and determination/persistence in pursuing their desired
learning outcomes [Table 6].

Table 6: Effectiveness of Hybrid Courses


Measures of Effectiveness
UG
N=84
G
N=39
Faculty
N=39

Mean VI Mean VI Mean VI

LEARNING OUTCOMES

Students learned a great deal from the Hybrid class since they
are actively involved or engaged in their own learning. 4.00 GE 3.85 GE 4.50 VGE
Students are more interested in the subject matter because of
the online component. 3.60 GE 3.97 GE 4.25 GE
Students enjoyed a lot in the Hybrid class. 3.57 GE 3.95 GE 4.13 GE
Students gained computer literacy skills that will be valuable in
their future classes and the workplace. 4.15 GE 4.15 GE 4.75 VGE
The Hybrid class has developed/enhanced their critical
thinking and problem-solving skills. 4.06 GE 4.00 GE 4.75 VGE
AREA MEAN 3.88 GE 3.98 GE 4.48 VGE

MOTIVATION AND INTEREST
The Hybrid class has developed their self-confidence since
they are given full responsibility for their own learning. 3.89 GE 3.95 GE 4.50 VGE
Students developed good time management and
organizational skills in the Hybrid class. 3.95 GE 3.90 GE 4.13 GE
Students are motivated to study hard in the Hybrid class. 3.71 GE 3.97 GE 4.25 GE
Students learned to be responsible for managing their own
assignments and projects. 4.06 GE 4.10 GE 4.50 VGE
Students learned to be persistent in pursuing their desired
learning outcomes. 3.96 GE 4.18 GE 4.00 GE
AREA MEAN 3.91 GE 4.02 GE 4.28 GE


4. Comparison Between Hybrid and Traditional Classroom Set-Up

4.1 Teachers

Most of the undergraduate students believed that the quality of teaching performance
is about the same in the hybrid and traditional set-ups. However, they expressed that
the course engagement and involvement of the teachers is better in the hybrid set-up.
On the contrary, they believed that the delivery of course content is better in the
traditional classroom set up.
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For most of the graduate students, the quality of teaching performance and the
effectiveness in delivery of course content are about the same as in the hybrid and
traditional classroom set-ups. On the other hand, there were some ambivalence as to
which is better in so far as the teachers course engagement and involvement is
concerned, as thirty percent of them indicated that it was the same and the same
number said that it was better in the traditional classroom set-up.

This was true for faculty respondents. While half of them believed that the quality of
teaching performance is about the same for the two set-ups, another half expressed
that it is better in the hybrid classes.

4.2 Students

Majority of the undergraduate students opined that the extent of students learning
from the course, motivation and interest in class, and satisfaction with overall learning
experience are about the same in both set-ups. However, majority of them indicated
that students class engagement and involvement is better in the hybrid set-up.

Likewise, most of the graduate students expressed that the extent of students learning
from the course, motivation and interest in class, and satisfaction with overall learning
experience are about the same in both set-ups. Conversely, majority of them
indicated that class engagement and involvement is better in the traditional set-up.

For the faculty respondents, majority believed that the extent of learning from the
course is about the same in both set-ups while the motivation and interest in class is
better in the hybrid classes.

4.3 Extent of Learning

More than half of the undergraduate and graduate students indicated that the extent of
learning was about the same in a hybrid and in the face-to-face courses. However,
most of the faculty members indicated that students learned more in the hybrid classes
[Table 7].













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Institutional Testing and Evaluation Office, De La Salle University
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Table 7. Comparison Between Hybrid and Traditional Classroom Set-Up

Areas UG GS Faculty
About
the
Same
Better
in
Hybrid
Better
in
Traditl
About
the
Same
Better
in
Hybrid
Better
in
Traditl
About
the
Same
Better
in
Hybrid
Better
in
Traditl
Teachers
Quality of teaching performance 45.24 17.86 34.52 48.72 15.38 25.64 50.00 50.00
Course engagement & involvement 30.95 40.48 26.19 30.77 28.21 30.77
Effectiveness in course delivery 33.33 27.38 36.90 41.03 12.82 35.90

Students
Extent of learning from the course 40.48 32.14 25.00 41.03 17.95 30.77 50.00 37.50 12.50
Class engagement & involvement 30.95 41.67 25.00 30.77 12.82 46.15
Motivation and interest in class 41.67 25.00 30.95 38.46 23.08 28.21 37.50 62.50
Satisfaction with overall learning 50.00 26.19 21.43 35.90 30.77 23.08

Extent of Learning 55.95 27.38 14.29 58.97 12.82 15.38 25.00 62.50


5. Preferred Course Delivery Method

The three groups of respondents unanimously indicated that the hybrid learning is an effective
alternative to the traditional classroom set-up. Thus, majority of them expressed preference for
the hybrid learning set-up as a mode of instruction [Table 8].

Various reasons were given by the respondents for their preference for hybrid set-up. Aside
from its being effective (f=5), the undergraduate students reasoned out that the hybrid courses
allow the students:

- time, opportunity, and motivation to interact, participate, or be involved in class (f=11)
- a chance to be exposed and to learn though technology (f=5)
- a variety of learning resources/alternatives to learning (f=4)
- independence over their work or discipline to take control of their learning (f=3)
- ample time to reflect on what they have learned as well as to review class discussion
(f=2)
- to be responsible of their own time management and learning (f=2), and
- to have time to learn outside the classroom or at home (f=2).

On the other hand, one graduate student respondent each gave the following
reasons/comments:

- Because you can learn at your own time and place
- Both methods go hand in hand and it gives students alternative ways to learn.
- Time can easily be managed in this learning set-up.
- I like the combination of classroom learning and online because we are able to learn in
both ways. In online, we are encouraged to participate since its interactive.
- In hybrid, everything seems to be flexible according to everyones needs. I like the
online discussion because I get to respond at my convenient time.
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- For one, it is the wave of the future. As such, I have to force myself out of my comfort
zone when learning. Two, it makes me own my learning and I get to control my pace
when learning.
- Alternating classroom learning and online is better because you can actually get good
results.
- Sometimes it is easier to learn when you are speaking face to face with the prof.
- Alternatives and to add more variations to how the subject is taught.
- It could give more information.
- Convenience and ease of online learning
- A balance is necessary.
- The hybrid learning set-up develops different skills and responds to different modes of
learning. Self-discipline so certainly demanding in particular, in online instruction while
purely classroom learning demands immediately in face to face communication.
- Something different

Table 8: Preferred Course Delivery


Response
Undergraduate
N=84
Graduate
N=39
Faculty
N=8
f % f % f %

Hybrid class as an effective alternative
Yes 64 76.19 30 76.92 7 87.50
No 18 21.43 5 12.82
No Answer 2 2.38 4 10.26 1 12.50
Total 84 100 39 100 8 100

Preferred method of course delivery
Purely classroom learning 21 25.00 8 20.51
Hybrid learning set-up 60 71.43 25 64.10 8 100
Purely online instruction 1 1.19 1 2.56
No Answer 2 2.38 5 12.82
Total 84 100 39 100 8 100


6. Recommendations to Improve the Delivery of Hybrid Courses

The respondents gave some recommendations to improve the delivery of hybrid courses. The
respondents primary recommendation is the fixing/improvement of the IVLE system (f=28). The
specific recommendations of the students are presented in Table 9.

On the other hand, the faculty respondents suggested the following:

- improvement of training courses as to cover all IVLE features
- upgrade of M306 as computer units are a bit old; more smart rooms in the university, and
- design of better evaluation instrument; more disk space for the course webpage.



Effectiveness of the Hybrid Courses
Institutional Testing and Evaluation Office, De La Salle University
14
Table 9: Students Recommendations to Improve Delivery of Hybrid Courses


Recommendations
Undergraduate
N=84
Graduate
N=39

Fix/improve IVLE system 20 3
Lessen the workload/requirements 5
There should be balance between the online sessions and the classroom
sessions. 4 4
More online lessons/hands-on activities 3
Extend IVLE hours/better scheduling 3
Longer time for submission of work & consideration for those without online
access always 2
More interaction/student involvement 2
Improve chat system 2
Use a better medium 1
An application of hybrid to the classroom setting to remind what had been
done online 1
Better teaching instruction 1
It depends on the person and his preference 1
For it is more accessible and less hassle to the students 1
Make use of the available facilities like the discussion forum for most
classes 1
Provide/conduct semina/orientation for students & faculty on how to use
IVLE 1 1
Individual tasks should be online while group tasks should be done inside
the classroom 1
Use virtual tools/materials in moderation 1
Ensure that professors give equal weight on the online activities 1
Updates 1
More applications that the teacher as well as the students can use in
conducting their hybrid class. Also I think it would be better fi they makes
the capacity of evading files bigger 1
I guess it would be helpful if it can be connected to students email or social
networking accounts so they can easily access it or know the deadlines
regarding online classes 1
Make IVLE more interactive and attractive. Maybe integrate video
lessons/conference 2
For the faculty to be more engaging & active in hybrid courses 2
More detailed and specific 1
Chatroom with co-students and the faculty 1
Sometimes I cant get thru the IVLE but other than that its good. However,
students interaction for the members. However, most just upload their
lengthy piece, leaving no room for discussion 1
A website for online class 1
More structured online learning activities 1
Professors/instructors must be very good at handling the course in both
face-to-face & online discussion/components 1
To be honest, hybrid class is okay. It is just that there were several
technical issues about it. If there tech problems are properly addressed,
hybrid class is the way to go 1
Immediate feedback from instructor on student submissions 1

Effectiveness of the Hybrid Courses
Institutional Testing and Evaluation Office, De La Salle University
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Conclusion and Recommendations

The study was conducted to determine the effectiveness of the hybrid courses. Hybrid or
blended courses are online learning with a few meetings in a classroom. The online sessions are
conducted using the Integrated Virtual Learning Environment (IVLE) and at least half of the total
number of hours for the term is used for classroom sessions.

Results of the study indicated a general positive direction in so far as the implementation of the
hybrid classes is concerned. Students rated the hybrid teachers teaching performance highly,
particularly in the areas of teaching skills, subject matter mastery, teaching methodology, technological
competency, teacher-student relationship, and assessment. This is a very encouraging result,
considering that the hybrid set-up has been officially implemented only in the recent years. This
indicates that training programs provided to the faculty on the use of IVLE in particular and on the
conduct and management of hybrid courses in general, have produced positive results.

However, while the hybrid faculty members have shown to be effective in handling the hybrid
courses, much needs to be desired since the role of teachers in both the classroom and online
sessions cannot be underrated. The success of a hybrid class depends on the extent to which the
teacher is able to deliver the course content effectively in both set-ups. While the teachers
responsibility covers the preparation of content and developing and understanding of students needs
in a face-to-face classroom-based setting, the faculty in online teaching needs to acquire more skills
than simply knowing what to teach and knowing how to use the technology. Thus, teachers should be
trained on how to use technology in the classroom, considering the very coercive and demanding
nature and characteristic of the internet as a communication medium, as well as on how to structure
the learning activities such that there will be connections between the lessons in both set-ups.

Similarly, the success of the hybrid classes depends on how the teachers are able to produce
the desired student outcomes. The learning process of the students in the hybrid classes should not be
overlooked and it is important to ensure that students critical and reflective thinking skills are fostered
in spite of lack of teacher-student face-to-face interaction.

It is good to note from this study that the hybrid courses were effective in so far the student
learning outcomes and increase in their motivation and interest are concerned. The students indicated
that they became more interested in the subject matter and learned a great deal from the hybrid
classes. They also gained computer literacy skills and developed/enhanced their critical thinking and
problem-solving skills, which are needed in their studies and future professional career. Aside from
intellectual/academic gains, the students also developed self-confidence, time management skills,
study habits, and consciousness/responsibility and persistence.

Furthermore, the students were satisfied with the course content and format,
interaction/collaboration, use of technology resources and learner support and assessment, which is
also a good indication of the effectiveness of the hybrid courses.




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Institutional Testing and Evaluation Office, De La Salle University
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Comparison between the hybrid with the traditional classroom set-ups indicated that majority
of the respondents believed that the quality of teaching performance as well as extent of students
learning from the course, motivation and interest in class, and satisfaction with overall learning
experience are about the same in both set-ups. However, majority of the undergraduate students
believed that students class engagement and involvement is better in the hybrid set-up. Likewise, the
faculty members believed that students motivation and interest in class is much better in the hybrid
classes. Furthermore, when asked if the hybrid learning is an effective alternative to the traditional
classroom set-up, they responded in the affirmative. Their liking for the hybrid set-up was further
confirmed by their expressed preference for this method of course delivery over the traditional
classroom set-up.

While the hybrid set-up is well-favored by the students and faculty and has shown positive
results, much still need to be enhanced and improved. For one, the respondents suggested the need
to improve the IVLE system to further enhance the delivery of this method of teaching. Maybe a newer
or upgraded version of IVLE system or a much better facility or system be acquired for the use in hybrid
courses.

Research has shown that an important key to the success of the hybrid model is the extent to
which the students are engaged in their own learning. This set-up requires students to be more
responsible for their learning because they cannot passively rely on teacher instruction alone and on
actual class time for review of their lessons. Thus, it is worth studying the average amount of time the
students spend online doing hybrid class-related activities and the type and quality of their engagement
and involvement.

Related to student engagement is the need for extensive collaboration and interaction between
the students and the teacher as well as among the students. Hiltz, et. al (1999), in their longitudinal
study of 26 courses, found that collaborative learning techniques in synchronous discussion are as
good or even better compared with the traditional class and better in learning outcomes than those with
students who are working alone. Thus, teachers need to develop method for tracking student
participation, and providing individual and class feedback at regular intervals.

More evaluative studies should be conducted to ascertain the effectiveness of the hybrid set-
up, both from the students and faculty perspectives. It is important to know the advantages as well as
the disadvantages of this set-up in the teaching-learning process of faculty and students, respectively.
A comparative study of the students classroom performance and learning outcomes should also be
conducted.











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Institutional Testing and Evaluation Office, De La Salle University
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References

Chen, C.C. and Jones, K.T. (2007). Blended Learning vs. Traditional Classroom Settings: Assessing
Effectiveness and Student Perceptions in an MBA Accounting Course. The Journal of
Educators Online, 4 (1).

Habulan, N. (2006). E-learning with IVLE: Teaching best practice [on-line]:
http://www.dlsu.edu.ph/offices/crem/news.asp

Habulan, N. (n.d). Examining commonalities in online teaching practices among selected DLSU faculty
using the IVLE coursework. Unpublished research submitted to University Research
Coordination Office, De La Salle University.

Hiltz, A.R., Coppola, N. Rotter, N. and Turoff, M. (1999). Measuring the importance of collaborative
learning for the effectiveness of ALN: A multi-measure, multi-method approach. [on-line]:
http://www.sloan-c.org/conference/ proceedings/1999Summer/papers/99summer_hiltz.pdf

Scisa, E.E. and Saury, R.E.( 2006). Hybrid course and their impact on student and classroom
performance: A case study at the University of Virginia. Calica Journal, 23 (3)., 517-530.

University of Missouri-Columbia (2008, September 22). Effectiveness Of Traditional And Blended
Learning Environments. Science Daily. Retrieved December 8, 2011, from
http://www.sciencedaily.com /releases/2008/09/080922155902.htm

Valladolid, V. (2010), An Evaluation of the Teaching Processes in Hybrid Classes. Paper presented at
the International Seminar on Integrating Technology into Education, May 17-18, 2010, Jakarta,
Indonesia.



















Effectiveness of the Hybrid Courses
Institutional Testing and Evaluation Office, De La Salle University
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Appendix A
Survey Form for Students

Dear Student,

The Institutional Testing and Evaluation Office (ITEO) is currently conducting a study on the effectiveness of the
Hybrid courses. As a student, you can provide the University with valuable inputs that will be most useful for the
study.

In this light, may we request you to answer the questionnaire below? Rest assured that your responses will be
treated confidential and will be used only for the intended purpose of the study.

Thank you.

Name (optional): ___________________________________________________Gender: ___ Male ___ Female
Degree Program Enrolled in: __________________________________________
College: __________Year Level: _________

1. Aside from this class, have you enrolled in other hybrid courses? ___ Yes ___ No

2. If yes, please indicate the course, term/AY taken, and faculty member:

Course Term/AY Taken Name of Faculty

_______________________ ___________________ ________________________________
_______________________ ___________________ ________________________________
_______________________ ___________________ ________________________________

3. Generally, how would you rate the teaching effectiveness of your Hybrid faculty member/s in terms of
the following criteria? (5 = very satisfactory; 4 = satisfactory; 3 = moderately satisfactory; 2 =
slightly satisfactory; 1 = poor)

3.1 Teaching Skills

effectiveness in delivering the lessons in both the online and
classroom sessions 5 4 3 2 1
ability to structure learning activities and to deliver them
in the context of real world experiences 5 4 3 2 1

3.2 Mastery of the Subject Matter

ability to relate the subject matter to other related topics 5 4 3 2 1
ability to explain the lessons with depth 5 4 3 2 1

3.3 Teaching Strategies

ability to use blended learning approach 5 4 3 2 1
ability to use variety of teaching strategies and approaches
that are appropriate either in face-to-face or online session 5 4 3 2 1
Effectiveness of the Hybrid Courses
Institutional Testing and Evaluation Office, De La Salle University
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3.4 Technological Competency

competence in using IVLE and other online resources 5 4 3 2 1
ability to incorporate various multimedia and applications in the
delivery of the course 5 4 3 2 1

3.5 Teacher-Student Relationship

availability for online and face-to-face consultation 5 4 3 2 1
ability to initiate and moderate discussions and other
interactive online communications 5 4 3 2 1

3.6 Assessment

extent to which course requirements and grading policy
in both online and face-to-face are explained 5 4 3 2 1
provision of regular feedback about students course performance 5 4 3 2 1

4 In general, how would you assess the teaching-learning process in the Hybrid classes in terms of the
following dimensions: (5 = very satisfactory; 4 = satisfactory; 3 = moderately satisfactory; 2 =
slightly satisfactory; 1 = poor)

4.1 Course Content and Format

clear integration and continuity of lessons from face-to-face
to online 5 4 3 2 1
relevance of online component to the overall delivery of the course 5 4 3 2 1

4.2 Interaction/Collaboration

use of various strategies (group projects, teamwork, exchange
of posted remarks) to foster interaction and collaboration
among the students 5 4 3 2 1
conduciveness of learning environment for dynamic and
interactive learning 5 4 3 2 1

4.3 Use of Technology Resources and Learner Support

use of different IVLE tools and resources to supplement
face-to-face delivery of course content 5 4 3 2 1
availability of guides/tips on the use of various IVLE applications 5 4 3 2 1

4.4 Assessment

use of appropriate assessment methods for both face-to-face
and online session 5 4 3 2 1
use of multiple assessment tools (e.g., online quizzes,
collaborative projects, rubrics, etc.) 5 4 3 2 1
Effectiveness of the Hybrid Courses
Institutional Testing and Evaluation Office, De La Salle University
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5 In the following statements, please indicate the extent to which you have learned or improved as a
result of attending hybrid class/es. Please use the scale: 5 = agree to a very great extent; 1 =
disagree to a very great extent.

5.1 I learned a great deal from the Hybrid class since I am actively
involved or engaged in my own learning. 5 4 3 2 1
5.2 The Hybrid class has developed my self-confidence since I am given
full responsibility for my own learning. 5 4 3 2 1
5.3 I have developed good time management and organizational
skills in the Hybrid class. 5 4 3 2 1
5.4 I have gained computer literacy skills that will be valuable
in my future classes and the workplace. 5 4 3 2 1
5.5 The Hybrid class has developed/enhanced my critical
thinking and problem-solving skills. 5 4 3 2 1
5.6 I am motivated to study hard in the Hybrid class. 5 4 3 2 1
5.7 I am more interested in the subject matter because of the
online component. 5 4 3 2 1
5.8 I learned to be responsible for managing my own
assignments and projects. 5 4 3 2 1
5.9 I learned to be persistent in pursuing my desired learning outcomes. 5 4 3 2 1
5.10 I enjoyed a lot in the Hybrid class. 5 4 3 2 1

6 How would you compare the hybrid and traditional classroom set-up in terms of the following: (Pls.
check one).

About the Same Better in Hybrid Better in Traditional

Teachers
Quality of teaching performance ______ ______ ______
Engagement & involvement in the course ______ ______ ______
Effectiveness in delivery of course content ______ ______ ______

Students
Extent of learning from the course ______ ______ ______
Class engagement and involvement ______ ______ ______
Motivation and interest in class ______ ______ ______
Satisfaction with overall learning experience ______ ______ ______

7. How would you rate the extent of learning in hybrid course/s as compared with that in the traditional
courses?

____ I learned the same amount in a hybrid course as in the face-to-face course.
____ I learned more in hybrid classes.
____ I learned less in hybrid classes.

8. Is blended or hybrid learning an effective alternative to traditional classroom instruction?
____ Yes ____ No


Effectiveness of the Hybrid Courses
Institutional Testing and Evaluation Office, De La Salle University
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9. Which of the two methods do you prefer? Please check only one:

____ Purely classroom learning
____ Hybrid learning set-up
____ Purely online instruction

Please give your reason for your choice:
__________________________________________________________________________________
________________________________________________________________________________

10. What are your recommendations to improve the delivery of Hybrid courses?
________________________________________________________________________________
________________________________________________________________________________


Thank you.
Effectiveness of the Hybrid Courses
Institutional Testing and Evaluation Office, De La Salle University
22
Appendix B
Survey Form for Faculty Members

Dear Faculty Member,

The Institutional Testing and Evaluation Office (ITEO) is currently conducting a study on the effectiveness of the
Hybrid courses. As faculty member who have handled a Hybrid class, you can provide the University with
valuable inputs that will be most useful for the study.

In this light, may we request you to answer the questionnaire below and return it to ITEO on or before ________.
Rest assured that your responses will be treated confidential and will be used only for the intended purpose of
the study.

Thank you.

Name (optional): __________________________________________________Gender: ___ Male ___ Female
Department: __________________________________________Status: ____ Full-time ____ Part-time
No. of Terms of Teaching Hybrid Courses: ___________________

1. How would you rate the effectiveness of the hybrid set-up in so far as student outcomes are
concerned? Please use the scale: 5 = agree to a very great extent; 1 = disagree to a very great
extent.

1. Students learned a great deal from the Hybrid class since they are
actively involved or engaged in their own learning. 5 4 3 2 1
2 The hybrid set-up develops students self-confidence since they are
are given full responsibility for their own learning. 5 4 3 2 1
3. Students develops good time management and organizational
skills in Hybrid class. 5 4 3 2 1
4. Students gains computer literacy skills that will be valuable
in their future classes and the workplace. 5 4 3 2 1
5. Hybrid class develops/enhances students critical thinking and
problem-solving skills. 5 4 3 2 1
6. Students are more motivated to study hard in the Hybrid course. 5 4 3 2 1
7 Students become more interested in the subject matter because
of the online component. 5 4 3 2 1
8. Students learned to be responsible for managing their own
assignments and projects. 5 4 3 2 1
9. Students learned to be persistent in pursuing their desired
learning outcomes. 5 4 3 2 1
10. Students enjoy more in the Hybrid class. 5 4 3 2 1









Effectiveness of the Hybrid Courses
Institutional Testing and Evaluation Office, De La Salle University
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2. How would you compare the hybrid and traditional classroom set-up in terms of the following: (Pls.
check one).

About the Same Better in Hybrid Better in Traditional

Teachers
Quality of teaching performance ______ ______ ______
Engagement & involvement in the course ______ ______ ______
Effectiveness in delivery of course content ______ ______ ______

Students
Extent of learning from the course ______ ______ ______
Class engagement and involvement ______ ______ ______
Motivation and interest in class ______ ______ ______
Satisfaction with overall learning experience ______ ______ ______

3. How would you rate the extent of learning in hybrid course/s as compared with that in the traditional
courses?

____ I learned the same amount in a hybrid course as in the face-to-face course.
____ I learned more in hybrid classes.
____ I learned less in hybrid classes.

4. Is blended or hybrid learning an effective alternative to traditional classroom instruction?
____ Yes ____ No

5. Which of the two methods do you prefer? Please check only one:

____ Purely classroom learning
____ Hybrid learning set-up
____ Purely online instruction

Please give your reason for your choice:
__________________________________________________________________________________
________________________________________________________________________________

6 What are your recommendations to improve the delivery of Hybrid courses?
________________________________________________________________________________
________________________________________________________________________________


Thank you.








Effectiveness of the Hybrid Courses
Institutional Testing and Evaluation Office, De La Salle University
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