A Study Comparing Traditional and Hybrid Internet-Based Instruction in Introductory Statistics Classes

Abstract

Advances in technology coupled with increasing student enrollment numbers have led some universities to begin offering on-line classes. This paper discusses a study comparing a traditional offering of elementary statistics with a “hybrid” offering. In the hybrid offering the class met once a week, but students were required to learn the material on their own using web-based materials and a textbook. We examined differences in student performance, student satisfaction and investment of both student and instructor time. Performance of students in the hybrid offering equaled that of the traditional students, but students in the hybrid were slightly less positive in their subjective evaluation of the course.

• Distance learning
• Teaching elementary statistics
• Web-based instruction

Acknowledgement

This work was supported by a grant from the Andrew W. Mellon Foundation's Cost Effective Uses of Technology in Teaching (CEUTT) program initiative.