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ERIC Number: EJ1127597
Record Type: Journal
Publication Date: 2012
Abstractor: As Provided
Reference Count: 75
Impact of Hybrid Instruction on Student Achievement in Post-Secondary Institutions: A Synthetic Review of the Literature
Lamport, Mark A.; Hill, Randy J.
Journal of Instructional Research, v1 p49-58 2012
Hybrid online instruction is a cross between traditional face-to-face classroom format and online-only instruction. The premise behind hybrid instruction is that it provides the benefits of personal interaction with the convenience and flexibility of online assignments and discussions. While there has been significant research on how students perceive this form of instruction, less exists on the impact of hybrid instruction on student achievement. The current data is varied, with a majority of studies showing increased achievement in the hybrid classroom compared to traditional classrooms, but similar achievement to online courses. Since hybrid formats are significantly varied in the percentage of time spent online, subject matters, student populations, etc., it can be difficult to compare methods solely focused on achievement. This article is a review of the literature that provides implications/recommendations for online teachers with empirically-based strategies and suggestions for the effective implementation of a hybrid course.
Descriptors: Literature Reviews, Blended Learning, Academic Achievement, Online Courses, Instructional Effectiveness, Time Factors (Learning), College Programs, Electronic Learning, Conventional Instruction, Delivery Systems, Teaching Methods
Center for Innovation in Research and Teaching at Grand Canyon University. 3300 West Camelback Road, Phoenix, AZ 85017. Tel: 602-639-6729; e-mail: firstname.lastname@example.org; Web site: http://www.instructionalresearch.com
Publication Type: Journal Articles; Information Analyses; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A