Learners' Perceptions toward the Web-based Distance Learning Activities/Assignments Portion of an Undergraduate Hybrid Instructional Model

Introduction Distance learning generally is identified as all types of formal instruction that are conducted when teachers and learners are not located in the same place (Gilbert, 1995). In the mid-1990s, the Internet was hailed as the promising tool for connecting the remote teacher and learner. Indeed the Internet is flourishing in that promise. McNealy (1999) predicted that by 2002 about 84 percent of four-year colleges would be offering on-line courses via the Internet and the American Distance Education Consortium (2002, online) confirms that all forms of technology "are increasingly common components of the instructional experience for American college students." From its incarnations, Web-based distance learning's merits have been touted for their asynchronous benefits. The promise of anywhere, anyplace, anytime education (Rosenkrans, 2001; Downes, 1998; Cooper, 1999; Gubbins, Clay, & Perkins, 1999; Rose, 1999; Seymour, Durante, & Koohang, 1998) has intrigued both instructor and student alike. An increasing number of universities are experimenting with the hybrid instructional model--the newest entrant into the familiar classroom experience (Young, 2002). The hybrid instructional model is a blend of conventional face-to-face instruction and Web-based distance learning. In other words, a hybrid instructional model consists of both classroom face-to-face meetings and distance learning. The hybrid instructional model brings together classroom and technology as essential partners in instructional design. Courses designed in the hybrid instructional model move a significant portion of the learning activities from the classroom to the Web and reduce the amount of seat time. The instructor and the student have the advantages of real-time exchange in scheduled classes but have the benefit of continuing the discussion and assignments in the spaces between meetings (Young, 2002; Garnham & Kaleta, 2002). Adult students were among the first to embrace the asynchronous model for its convenience. Adult students are characteristically independent learners who are self-directed in establishing their learning objectives. They are more likely than other students to be involved in distance education programs (Thompson, 1988). Similarly, adults are particularly suited for the hybrid instructional model because it also relies on students' self-motivation. Adult learners tend to self-select, knowing that their success requires self-discipline and good time management (Koohang & Durante, 1998). The present study took place in a university that has maintained its home campuses in a large U.S. Midwestern urban region--a highly competitive college market for more than 100 years. In the last five years, the university has sought to incorporate Web-based distance learning into its conventional face-to-face programs using the hybrid instructional model. The first program to be dedicated to the hybrid approach was an accelerated undergraduate degree completion program in management designed for working adult learners. In each course, the students are required to meet face-to-face once a week. They are also required to log into a courseware known as WebCT and complete weekly Web-based distance learning activities/assignments portion of the course. These activities/assignments are designed specifically for the Web-based distance learning activities/assignments portion of the course. The hybrid program began in the 2001--2002 academic year. Courses in the program are upper division level and covered the subject areas of organizational behavior, communications, research design, human resources, management, marketing, finance, business ethics, and strategic management. To ensure the quality of the instruction, the Web-based distance learning activities/assignments portion of the hybrid program was designed based on a set of instructional parameters and objectives using appropriate androgogy (pedagogy for adult learners) to meet the specific learning needs of adult learners. …