An exploratory study of faculty attitudes regarding hybrid course effectiveness in an urban community college system

Abstract

Purpose . The purpose of this study was to examine the attitudes of community college faculty members regarding the effectiveness of hybrid courses taught in one large urban community college system in Southeast Texas. Hybrid courses were defined as courses that replace at least half of the face-to-face class sessions with virtual online forums and web-based instructional activities through the use of a course management system. The literature revealed a lack of research regarding faculty attitudes and experiences involving hybrid formats. Method . A purposive sample of 110 faculty teaching hybrid courses in one large urban community college system in Southeast Texas participated in this study. Three research questions were examined in this study: (a) What are faculty attitudes regarding the most important benefits of hybrid courses for students?, (b) What are faculty attitudes regarding the most important benefits of teaching hybrid courses for faculty?, and (c) What are faculty attitudes regarding the most important effects that the teaching of hybrid courses has had on the teaching practices of faculty? Quantitative and qualitative data were collected and analyzed using The Hybrid Course Effectiveness Questionnaire (HCEQ) administered to the sample online using SurveyMonkey.com during the spring term of 2007. Findings . Findings from the quantitative data revealed that the important benefits of hybrid courses for students were (a) increased flexibility and (b) access to pre-recorded lectures. The most important benefits of hybrid courses for faculty were (a) the acquisition of technology skills and (b) self-paced and flexible instruction. In terms of the impact of hybrid courses on the teaching practices of faculty, respondents agreed that (a) they spend a lot of time acquiring new technical skills to bridge content with technology and (b) they are more reflective regarding teaching strategies used when teaching students face-to-face and online. Finally, integrated findings from the quantitative and qualitative data suggested that the acquisition of technology skills associated with the hybrid teaching format provides multiple opportunities for faculty to improve their teaching. Moreover, the hybrid teaching format promotes active learning which leads to improved learning for students. The teaching of hybrid courses has helped faculty in the urban community college system to develop a sense of personal renewal in the teaching profession and to improve their overall teaching practices. Key words: Active learning, adult learner, community colleges, hybrid courses