Differences in teaching and learning outcomes in face-to-face, online and hybrid modes of energy conservation course

Abstract

The Energy Conservation and Environmental Protection (EGEE 102) course has been offered at The Pennsylvania State University since the fall of 2001 as a face to face class to over 6,000 students. This course was later developed as an online course under the University's "Courseware Initiative" and has been offered to approximately 400-600 students each semester since fall 2005. Online content significantly engaged students through Flash animations, enabling students to learn concepts through automated interactivity. Under "Blended Learning Initiative" of The Pennsylvania State University, this course was also selected and adapted for hybrid learning and teaching in spring of 2006. This class meets once a week face-to-face, and the rest of the interaction is online.. The same instructor taught this course in each of the three modes: face to face, online, and hybrid The goal of this blended method is to combine the best of both face-to-face and online modes and was offered for the first time in spring of 2007 to about 100 students. In fall 2007, it was offered to 130 students. This paper discusses the learning experiences, performance differences, and feedback from the students in all three modes. The results showed that the average quiz scores for online and face-to-face sections were identical. Students in the Hybrid section scored slightly higher (2.8%) than those in the online and face-to-face sections. The average scores for the midterm and the final exams for all sections were almost similar, indicating no significant differences in performance. The perceptions of the students about the courses, however proved definite differences-despite similar academic performances. A greater number of students in the online and Hybrid sections felt that the course was challenging compared to the face-to-face class. In addition, more Online and Hybrid students felt that the course was "medium difficulty" and/or "heavy load" compared to face-to-face students. The results also suggest that the online students felt that they were learning on their own and the instructor's role is was less significant in their learning process. The data clearly show that, as a result of taking this course, the interest in energy conservation and environmental protection has grown in all of the students, irrespective of the format or learning mode that was used. © American Society for Engineering Education, 2008.