The Evolution of a Hybrid Course: Eliciting, Analyzing, and Responding to Student Perceptions

As more educators use innovative teaching methods and design hybrid courses, there is a need for greater awareness of the perceptions of the learner. The focus of this article is on the use of web-based survey tools for assessing students’ perceptions of their learning in hybrid courses or courses augmented with technology. Such courses are particularly well suited to the use of online student feedback surveys, which can be administered early in the course or anytime during the course to facilitate timely course adjustments by instructors. Ideas for eliciting, analyzing, and responding to student feedback are provided. Additionally, this article describes the use of the web-based Student Assessment of Learning Gains Survey (SALG). This survey can be customized for use in almost any hybrid course, giving instructors relevant feedback about particular components of the course. Ninety-six students that were enrolled in a hybrid course at California Polytechnic State University completed informal web-based surveys and a more formal SALG survey. Both positive and constructive feedback themes are presented, along with brief descriptions of course adjustments based on student feedback. Several identified factors influenced the evolution of the author’s hybrid course. These factors are relevant to faculty and administrators interested in the use of technology to support and improve student learning.