Experimental Cross Hybrid Course Formats

Abstract

In a previous paper we described a hybrid course format in which the "lecture content" for core sophomore-and junior-level ECE courses was delivered via on-line streaming video and the regularly-scheduled class meeting times were used for instructor-directed, collaborative problem solving sessions, referred to as "directed problem solving" (DPS). Traditional lecture (TL) divisions of each course were offered simultaneously, to provide students an opportunity to select the course format they felt best matched their individual learning style. In this study, we consider two "cross-hybrid" variants of these: traditional lecture with integrated problem solving (TL-IPS), and directed problem solving with lecture summary (DPS-LS). Initial trials comparing outcome assessment and exit survey results for these formats are presented. The preliminary results demonstrate the viability of the various course delivery options, and provide a general indication of student preferences.