Assessing Student Performance in Hybrid versus Web-Facilitated Personal Health Courses

 

Abstract

This study aims to examine the effectiveness of web-facilitated and hybrid course delivery formats on student learning outcomes for four sections of an undergraduate Personal Health course at a public institution.  This is a quasi-experimental study.  Two sections were taught as hybrid classes and two sections were taught as web-facilitated classes. A total of 181 undergraduate students from across the university participated in the study.  Student learning outcomes were measured by comparing quiz scores and final course grade.  Instructor evaluation ratings were also compared.   Results indicate that student-learning gains were similar regardless of delivery format.  There were no significant differences in objective quiz scores or final grade between the delivery formats.  The instructor mean evaluation score was significantly higher for the web-facilitated format.  Although the studentsí performance is comparable in both delivery formats students prefer web-facilitated courses with more face-to-face interactions with the instructor to hybrid courses.  Examining student technological capabilities and motivation in web-facilitated and hybrid courses is necessary to improve evaluations.