Michael Wilder presented a program evaluation of hybrid learning at UNLV. Between 2010-2012, the number of hybrid courses offered annually increased from 100 to over 30 departments. Findings showed most instructors have misconceptions about hybrid learning definitions and feel unprepared. Recommendations included establishing clear definitions for instruction modes, creating development procedures following best practices, and providing instructor training on hybrid learning best practices.

1. A Program Evaluation
Presentation by
Michael Wilder

2. About the presenter
Michael Wilder
Instructional Design Coordinator
Destiny has led Michael on a dual career path of both education and technology.
The result is a hybrid individual with skills and perspective from both fields. He has
worked as teacher and trainer in a variety of environments, serving, among other
positions, as instructional designer, learning technologies specialist, Blackboard
administrator, journalist, magazine editor, and college faculty.
E-mail: m1ch43lw1ld3r@gmail.com
Phone: 702-879-8454
Blog: http://www.vegas-times.com/litf/
Twitter: @michaelwilder
LinkedIn: http://www.linkedin.com/in/michaelwilder
Introductions

3. Agenda
• Introductions
• Program evaluation questions
• Data Sources
• Findings
• Recommendations
• What I learned
• Questions

4. • What is the current status of hybrid learning at UNLV?
• What are some defining characteristics of hybrid learning
taken by similar institutions of higher learning?
• Do members of the UNLV community (faculty and staff)
understand the defining characteristics of hybrid learning?
• What are the perceived advantages/disadvantages of
hybrid learning at UNLV?
• What are some of the "lessons learned" by faculty that
have taught using the hybrid learning instruction mode?
Program evaluation questions

5. • University records
• Interviews with UNLV academic professionals
• Surveys of Non-UNLV academic professionals
• Academic journals and publications
Data Sources

6. Between Fall 2010 and Fall 2012, UNLV offered 100 hybrid
courses. The number of hybrid courses being offered annually is
increasing.
Findings
0
5
10
15
20
25
30
Fall 2010 Spring 2011 Summer
2011
Fall 2011 Spring 2012 Summer
2012
Fall 2012
Hybrid courses by year
Fall 2010 - Fall 2012

7. Findings
0
5
10
15
20
25
30
35
40
45
ENG NURS CLS CED KIN NUTR GAM RLS TCA HED MKT DAN ULD
Hybrid courses by department
Fall 2010 - Fall 2012

8. The majority of instructors
teaching using the hybrid
learning model at UNLV
have misconceptions
regarding the working
definition of this instruction
mode.
Findings
Majority?
10%-90%?
20%-80%?

9. Most instructors using the hybrid learning instruction mode feel
that they have not received adequate training or preparation.
Findings

10. There exists ambiguity and
lack of consensus
regarding the official
characteristics and
definition of different
instruction modes at the
NSHE and institution level.
Findings

11. • "The hybrid format helps students with critical thinking,
independent research and self-reliance, whereas 100% in-
person can sometimes foster a dependence on the professor
as 'in-charge' and directive.”
• "Students are more in tune with the course in a hybrid format.
They more alert and more involved.”
• "Most of my students have full-time jobs, families, and
outside commitments. They appreciate not coming to campus
as often.”
Perceived advantages

12. • “Disadvantages include a lack of community feeling between
classmates and a somewhat impersonal experience.”
• "Because many of my students have not been in college for a
while, they struggle with the technology, become resentful
and impede their learning process in the beginning.”
• “Some students (and faculty like myself) miss the face time.”
Perceived disadvantages

13. Establish clear and unambiguous definitions for
different instruction modes.
Reduced seat time vs. non-reduced seat time
Top recommendations

14. Create procedures for development that follow
pedagogical best practices.
Top recommendations

15. Provide a certificate course in hybrid learning best
practices for instructors.
Top recommendations

16. Offer ongoing professional development for
instructors.
Top recommendations

17. • Historical perspective may not exist previously.
• Sometimes the client is unclear about what the are
looking for.
• The client may already know the state of affairs and
is merely seeking validation.
• There is a big difference between knowing there is a
problem and being able to fix a problem.
• Distinctions between instructional modes are
blurring all the time.
What I Learned

18. Questions

19. Credits/Contacts
This presentation made by:
Michael Wilder
Instructional Design Coordinator
E-mail | Web Site