Student Perceptions of Hybrid Classes at a Notebook University

The purpose of this research study was to investigate whether students at Valley City State University perceive that hybrid classes, as compared to the traditional face-to-face classes, improve their learning experience through the Seven Principles for Good Practice in Undergraduate Education by Chickering and Gamson. The objectives were to identify how students perceive hybrid classes, determine whether differences exist between male and female students in the perception of hybrid classes, determine if there is a relationship between the number of hybrid courses taken and perception of hybrid classes, and determine if differences exist between academic standing and perceptions of hybrid classes. A sample of 163 students was surveyed. Resulting data were analyzed utilizing frequency distributions, mean rank tables, percentages, crosstabulations, and Chi Square statistics. The majority of students who were surveyed for this study preferred hybrid classes to traditional face-to-face classes. The most prominent reasons were the students’ ability to complete coursework at their own convenience, the increased time for other activities, not having to physically meet all the time, the increased interaction with others, and the freedom that goes along with hybrid classes. Student responses were favorable toward hybrid courses and their learning experience. The hybrid course model enhanced the students’ learning experience through the increase in the amount and promptness of feedback between students and between students and the instructor. In addition, students developed more control and a sense of responsibility for their own learning