Bill Struhar
Instrument to collect mid-course snapshot data from Psy 208 hybrid courses:

Name ______________________________________________________

After participating in this course for more than half of a Quarter (meeting in person half the time and using the Web for the other half of the course) where do you fall on this scale (check one):
                     ____ I’m excited about this kind of learning. I like this approach.            
                     ____ I’m still uncertain.
                     ____ I don’t think I like this, but I’ll keep trying.
                     ____ My feeling is: I wish I had dropped this class

My advice to the professor would be:  the best thing to do for students next quarter would be:
                     ____ go back to meeting in person for every class
                     ____ keep some on-line classes, but make most of the classes in-person
                     ____ keep the course the way it is – 50% in class and 50% on-line
                     ____ increase the number of on-line classes to more than 50%
                     ____ make the course 90% on-line

Have you ever taken a distance learning class (TV, correspondence, or Web-based)?  ____ yes    ____ no

Whether you have ever taken a distance learning class or not –
How do you think hybrid courses (half in-person, half on-line) would compare to distance courses?
                    ____ I think I would learn more in a distance class
                    ____ I think I would learn more in a hybrid, mixed class

Since taking this hybrid, mixed class (some in person and some on-line), are you
                    ____ more likely to try an all on-line, Web class
                    ____ no change
                    ____ less likely to try an all on-line, Web class

In general, which type of class do you think would lead to the most learning?
                    ____ all on the Web
                    ____ half in person, half on the Web
                    ____ all in person, face to face

View the actual data.

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