UH report shows college students making the grade online, in class

In the classroom, students of the hybrid class used a remote control-looking device called a “radio frequency in-class response system.” They purchased these devices on campus as part of the class requirements. At the beginning of class, students were asked exam-like questions about the previous lecture and used the device to select the answers. At the end of class, they answered questions regarding the lecture they had just heard. The devices recorded their responses and let McFarlin know which part of his material needed more explanation. The technology also kept track of attendance.

“Final grades in the hybrid class were on average a letter grade higher than those in the traditional format,” McFarlin said.

“Students could choose a content delivery method that matched their style, so we believe they were better able to comprehend the material.” In addition, comments in evaluations indicated students preferred the self-paced nature of the hybrid class.

Future hybrid classes would provide a “frequently asked questions” feature, hosted by an animated SitePal avatar, McFarlin said.

Beyond the improvement of student grades, McFarlin believes that hybrid courses can benefit large college campuses struggling with space management issues.

“For instance, in the present hybrid course, we only needed to have access to a classroom for one and a half hours a week,” he said.

“That means two courses could be taught in a classroom that would normally be dedicated to one traditional lecture course.”

McFarlin admits there are some shortcomings. Online instruction doesn’t allow the instructor to confirm the identity of a student completing an assignment. He notes that creating the online course material is time-consuming, especially when implementing various technologies. Still, his student’s success prompted him to offer Kinesiology 3306 only in a hybrid format.

“In the end, I have expanded my own instructional capacities and provided a better learning experience to my students,” McFarlin said.

“The key to success with instructional technology is to keep the focus on student-related outcomes and learning. This was my objective.”

His findings are published in the journal “Advances in Physiology Education” and can be viewed at http://advan.physiology.org/.

The technical report was made possible by grants from the UH Education Technology and University Outreach, the UH Faculty Development Initiative Program B, and with cooperation from OddCast of New York, Articulate Rapid E-Learning Studio Pro, Higher Ed Generation and e-Instruction of Denton, Texas.

For more information about the UH Department of Health and Human Performance, visit www.hhp.uh.edu/.

For more information on Brian McFarlin’s research, visit http://grants.hhp.coe.uh.edu/brian/index.htm

Editor’s Note: Graphics of “hybrid class” features available http://grants.hhp.coe.uh.edu/brian/kin3306.htm