1-Experiences with a Hybrid Class: Tips And Pitfalls College Teaching Methods & Styles Journal, 2006, Vol.2(2), p.9-12 Notes This paper will discuss the author's experiences with converting a traditional classroom-based course to a hybrid class, using a mix of traditional class time and web-support. The course which was converted is a lower-level human relations class, which has been offered in both the traditional classroom-based setting and as an asynchronous online course. After approximately five years of offering the two formats independently, the author decided to experiment with improving the traditional course by adopting more of the web-based support and incorporating more research and written assignments in "out of class" time. The course has evolved into approximately 60% traditional classroom meetings and 40% assignments and other assessments out of class. The instructor's assessment of the hybrid nature of the class is that students are more challenged by the mix of research and writing assignments with traditional assessments, and the assignments are structured in such a way as to make them more "customizable" for each student. Each student can find some topics that they are interested in to pursue in greater depth as research assignments. However, the hybrid nature of the class has resulted in an increased workload for the instructor. The course has been well received by the students, who have indicated that they find the hybrid format appealing. 2-Undergraduate Research Methods: Does Size Matter? A Look at the Attitudes and Outcomes of Students in a Hybrid Class Format versus a Traditional Class Format. Author Gordon, Jill A. Barnes, Christina M. Martin, Kasey J. Publisher Taylor & Francis Ltd Is Part Of Journal of Criminal Justice Education, 2009, Vol.20 (3), p.227-249 Notes The goal of this study is to understand if there are any variations regarding student engagement and course outcomes based on the course format. A new course format was introduced in fall of 2006 that involves a hybrid approach (large lecture with small recitations) with a higher level of student enrollment than traditional research methods courses. During the same time frame, the discipline maintained its traditional research methods courses as well. A survey was administered to all students enrolled in research methods regardless of course format in fall 2006 and spring 2007. Student responses are discussed, including information concerning the preparation, design, cost and benefits of offering a hybrid research methods course format. 3- Distance Education: Linking Traditional Classroom Rehabilitation Counseling Students with their Colleagues Using Hybrid Learning Models. Author Main, Doug Dziekan, Kathryn Publisher Springer Publishing Company, Inc. Is Part Of Rehabilitation Research, Policy & Education, 2012, Vol.26 (4), p.315-321 Notes Current distance learning technological advances allow real and virtual classrooms to unite. In this .

1. 1-Experiences with a Hybrid Class: Tips And Pitfalls
College Teaching Methods & Styles Journal, 2006, Vol.2(2),
p.9-12
Notes
This paper will discuss the author's experiences with converting
a traditional classroom-based course to a hybrid class, using a
mix of traditional class time and web-support. The course which
was converted is a lower-level human relations class, which has
been offered in both the traditional classroom-based setting and
as an asynchronous online course. After approximately five
years of offering the two formats independently, the author
decided to experiment with improving the traditional course by
adopting more of the web-based support and incorporating more
research and written assignments in "out of class" time. The
course has evolved into approximately 60% traditional
classroom meetings and 40% assignments and other assessments
out of class. The instructor's assessment of the hybrid nature of
the class is that students are more challenged by the mix of
research and writing assignments with traditional assessments,
and the assignments are structured in such a way as to make
them more "customizable" for each student. Each student can
find some topics that they are interested in to pursue in greater
depth as research assignments. However, the hybrid nature of
the class has resulted in an increased workload for the
instructor. The course has been well received by the students,
who have indicated that they find the hybrid format appealing.
2-Undergraduate Research Methods: Does Size Matter? A Look
at the Attitudes and Outcomes of Students in a Hybrid Class
Format versus a Traditional Class Format.
Author

2. Gordon, Jill A.
Barnes, Christina M.
Martin, Kasey J.
Publisher
Taylor & Francis Ltd
Is Part Of
Journal of Criminal Justice Education, 2009, Vol.20 (3), p.227-
249
Notes
The goal of this study is to understand if there are any
variations regarding student engagement and course outcomes
based on the course format. A new course format was
introduced in fall of 2006 that involves a hybrid approach (large
lecture with small recitations) with a higher level of student
enrollment than traditional research methods courses. During
the same time frame, the discipline maintained its traditional
research methods courses as well. A survey was administered to
all students enrolled in research methods regardless of course
format in fall 2006 and spring 2007. Student responses are
discussed, including information concerning the preparation,
design, cost and benefits of offering a hybrid research methods
course format.
3- Distance Education: Linking Traditional Classroom
Rehabilitation Counseling Students with their Colleagues Using
Hybrid Learning Models.
Author
Main, Doug
Dziekan, Kathryn

3. Publisher
Springer Publishing Company, Inc.
Is Part Of
Rehabilitation Research, Policy & Education, 2012, Vol.26 (4),
p.315-321
Notes
Current distance learning technological advances allow real and
virtual classrooms to unite. In this program evaluation study,
focus group, participatory action, and qualitative research
strategies (Yin, 1994) were used to explore the quality and
benefits of infusing elements of three distance learning
modalities into the traditional rehabilitation counseling
classroom. Participants were students with multiple experiences
in hybrid classes in which in-person instruction was integrated
with at least one distance learning modality. The distance
learning alternatives involved were interactive television, web-
conferencing using a live stream from interactive television, the
learning management system (e.g., Blackboard) and/or the
collaboration platform or enhancement to learning management
system (e.g., Elluminate). Student feedback was generated on
the quality and effectiveness of hybrid models, as well as on the
benefits and advantages of these models for rehabilitation
education in the rural area served. Results indicate that the
modalities can be integrated while maintaining discernible
quality and learning effectiveness. Most notably, hybrid models
may have distinct advantages over the traditional classroom in
isolated rural regions and students who for a variety of reasons
find it difficult to meet in traditional classrooms. Students with
specialized interests can be linked to each other and to needed
resources.
4-
Benefits of Hybrid Classes in Community Colleges
Author
Barker, Joel

4. Is Part Of
Contemporary Issues in Education Research, 2015, Vol.8(3),
p.143-146
Notes
This article discusses hybrid courses and their impact on
educational facilities, their students, and instructors. Instructors
now have over ten years of data related to hybrid courses and by
trial and error have devised different strategies to plan and
execute lesson plans via partly online forums. Programs are in
place that give students the opportunity to excel; these types of
courses promote a unique balance of guidance by the instructor
and acceptance of responsibility by the students. Students have
responded in a positive manner in pursuing these types of
courses.
! !! ‫دا‬ ‫يدج‬ ‫ف‬ ‫سهمهمجداوم‬ ‫قاالح‬ ‫م‬ ‫هذاال‬
5-Implementing flexible hybrid instruction in an electrical
engineering course: The best of three worlds?
Author
He, Wenliang
Gajski, Daniel
Farkas, George
Warschauer, Mark
Is Part Of
Computers & Education, February 2015, Vol.81, pp.59-68
Notes
This study explored a modified version of hybrid instruction,
referred to as the flexible hybrid format, in a lower division
electrical engineering course offered at a large public
university. The objective of the study is to use longitudinal data

5. to investigate the impact of class attendance, out-of-class study
time, and motivation on student exam performance. Generalized
least squares and fixed effects models were used in the
analyses. It was found that class attendance was indispensable;
it was associated with exam performance even when all
essential course material was made available online and
students generally rated the online instruction component to be
of higher quality. The benefit of class attendance was then
explained by the ICAP hypothesis and spaced learning practice
and it was suggested that online education might be more
effective in teaching relatively simpler contents. Out-of-class
effort significantly predicated performance in previous weeks,
but not in the final period. The harmful effect of cramming was
cited to explain this phenomenon. Hence, by implication, time
management might be an issue in a flexible hybrid environment.
Finally, motivation was found to be a robust predicator of
performance and its effect was the strongest when the course
was at its most challenging stage. Besides, the relationship
between motivation and exam performance was likely to be
bidirectional, as higher motivation resulted in better
performance, which in turn further boosted motivation. Based
on current findings, directions for future research were also
suggested to verify our claims and improve our implementation.
•The study explores a hybrid format designed for more
customized learning.•Class attendance only predictes
performance when course material is difficult.•Time
management is a serious issue when students are given too much
liberty.•Motivation predicates exam performance, especially
when the content is challenging.•The success of this hybrid
format depends on student skills and course difficulty.

6. 6-Attitudes, beliefs, and attendance in a hybrid course
Author
Yudko, Errol
Hirokawa, Randy
Chi, Robert
Is Part Of
Computers & Education, 2008, Vol.50(4), pp.1217-1227
Notes
Since online learning technology, such as streaming video, was
introduced to the college distance-learning environment, there
has been a need to study the attitudes of college students toward
the use of this modality in hybrid courses. Understanding
students’ attitudes toward using online materials and the impact
on class attendance is not only essential to ascertain how
effectively the online content is delivered, it also helps teaching
faculty prepare online courses and education programs. This
paper studies the attitudes of college students’ about online
materials in a hybrid upper division communications class.
Student attitudes towards combining distance-learning
techniques with traditional lecture tended to be positive.
Students held the belief that hybrid courses have a negative
impact on attendance, but they did not self-report an actual
impact. Students do believe that they benefit from this
technology, but the belief is strongest in those who are most
computer/Internet literate. How these attitudes/beliefs impact
the student in the context of a rural culture will be discussed.

7. 7-In-Class—Online Hybrid Methods of Teaching Planning
Theory: Assessing Impacts on Discussion and Learning
Author
Willson, Richard W
Is Part Of
Journal of Planning Education and Research, December 2008,
Vol.28(2), pp.237-246
Notes
Planning education can benefit from hybrid teaching methods
that use online activities to replace a portion of in-class
activity. Research on hybrid courses is lacking, especially for
discussion-oriented planning classes. This research evaluates a
graduate planning theory course delivered in both hybrid and
traditional formats, analyzing student performance, class
evaluations and supplemental surveys, and instructor reflection.
The findings are as follows: (1) performance of students in the
hybrid class was no worse than the traditional class, (2)
students were satisfied with online activities but class
evaluations were somewhat lower, and (3) the instructor found
student learning benefits, but hybrid teaching was more time
consuming. The results suggest that planning educators should
test and evaluate hybrid teaching for a wide range of planning
courses.
8-Towards a hybrid learning model for the higher education

8. system in Morocco
Author
Riyami, Bouchaib
Poirier, Franck
Mansouri, Khalifa
Is Part Of
2017 Intelligent Systems and Computer Vision, April 2017,
pp.1-6
Notes
The Moroccan Higher Education System has been based until
now on actual physical students' attendance to courses and
lectures as one of its compulsory features. In this way, students,
who, for some reason or another, cannot attend, find themselves
at a loss and with no available follow-up means to access, the
course or lecture contents delivered in class. At present, given
the availability of distance learning platforms such as MOOC
(Massive Open Online Courses) and the appearance of platforms
of pedagogical content management. Such as Moodle (Modular
Object-Oriented Dynamic Learning Environment), a number of
online courses are available and freely accessible. Our
contribution attempts to present a model of a hybrid education
system (face-to-face / distance learning) for the benefit of
university learners through a theoretical framework that is
mainly inspired from the theory of activity and is interested in a
number of resources that are well adapted to innovative
pedagogical dimensions. In this approach, part of the modules
are taught in-person, another is taught at a distance through
proprietary or free MOOC and a third is taught remotely
through an e-learning system specific to the institution. The
methodology requires effective supervision and ongoing
commitment of teachers and learners.
9-Why Teach Hybrid History?
Author
Berman, Marjorie K.
Is Part Of

9. History Computer Review, 2001, Vol.17(1), p.31-38
Notes
Focuses on the use of hybrid instruction by using the best
aspects of traditional teaching incorporated with online
instruction. Discusses the basic guidelines for teaching hybrid
courses, what works and does not work in a hybrid class, and
the improvements for future hybrid classes. (CMK)
10-Asynchronous Discussion and Communication Patterns in
Online and Hybrid History Courses.
Author
Vess, Deborah
Publisher
Taylor & Francis Ltd
Is Part Of
Communication Education, 2005, Vol.54 (4), p.355-365
Notes
Asynchronous online discussion has been shown to enhance
communication between students and to elicit many cognitive
indicators. Nevertheless, historians have often been reluctant to
make use of such instructional technology. Students enrolled in
a fully online world civilization course corroborated qualitative

10. research findings regarding the cognitive indicators associated
with asynchronous discussion. In contrast, students in face-to-
face web-enhanced hybrid world civilization classes exhibited
less dramatic cognitive indicators in asynchronous discussion,
perhaps due to the greater maturity in terms of age and
experience of the fully online students. Students in the hybrid
class, however, did indicate that participation in online
discussions enhanced their engagement in face-to-face in-class
discussions. However, asynchronous discussions did not prompt
the face-to-face students to achieve authentic dialog between
students in the classroom, and neither group managed to
transcend problems of inequitable participation in small groups.
There remains a need for further research on how to transplant
documented advantages of asynchronous discussion into the
hybrid classroom.
Part 2 – Case Analysis
To answer Part 2, you will prepare a PowerPoint presentation to
present your findings. Make sure you also submit the Excel file
to show your work for Part 2. You will receive a reduction in
points if you fail to include the Excel file showing your work
for Part 2.
Place all calculations for each of the questions on a separate
worksheet. Then, using the results of your work from Excel,
prepare PowerPoint slides to answer the questions in a
presentation format. All relevant content should be on the
slides; do not use the notes section or leave information in the
Excel file. The executives reviewing the presentation should not
need to switch to another document to see the required
information.
The data you need is provided to you in this Data Sheet. Make
sure to use this file.Do not type anything in manually or
download anything from the Internet.
You will be analyzing the “Colonial Broadcasting” case in your
course pack. Begin by reading the description in the case. Then,

11. answer the questions listed below, NOT the questions listed in
the case. Ignore everything in the case after the end of page 4.
The executives at CBC want to see how they are doing in
ratings against the other networks and how the ratings will
continue to change in the upcoming months. They also want to
know if hiring stars makes a difference and the impact of fact-
based programming compared to hiring stars. Remember that
your audience is the management of CBC. Therefore, make sure
your presentation is professional and provides sufficient
explanation.
1. Answer the following questions:
a. What is the average rating for all CBC movies? How about
ABN movies and BBS movies?
b. Include a table that shows the average and the other
descriptive statistics (using the Data Analysis ToolPak in Excel)
for the ratings of the three networks (one column for each
network). Explain what you learn from each of the metrics in
the table.
c. Comment on which network is doing best.
2. Create a line graph of the monthly average ratings for CBC
for the year. Note that there are multiple ratings data for the
months; you will need to calculate an average for each month
first, and then plot the averages. After you create the graph, fit
a linear trend line, displaying the formula and the r-squared.
Explain to the executives if you can use this time series data to
forecast the ratings of upcoming months. How accurate can you
expect this forecast to be?
3. Should the CBC hire stars for their movies? To answer this
question, run a hypothesis test to see if there is a significant
difference between the ratings of movies with stars versus
movies without stars. Use the data for CBC movies only. Use
95% confidence. Answer the following:
a. What are the null and alternative hypotheses (state in full
sentences)?
b. Run the test using Excel and include the output table. Use a
t-test assuming equal variances.

12. c. What is your recommendation to the executives? Justify
your answer referring to the relevant figures.
4. Run a multiple regression where the dependent variable is
ratings and the independent variables are star and fact. Use data
from CBC only. CBC Management has several questions:
a. Which has more impact on a movie’s rating: Being fact-
based or having one star? How much does each of these factors
change the ratings?
b. How well does this regression analysis explain the ratings?
Justify your answers referring to the relevant figures.
c. Are either, both, or neither of the independent variables
significantly related to the ratings at 95% confidence? Justify
your answers referring to the relevant figures.