Comparing hybrid learning with traditional approaches on learning the Microsoft Office Power Point 2003 program in tertiary education
The purpose of this study was to determine the effectiveness of a hybrid learning approach to deliver a computer science course concerning the Microsoft office PowerPoint 2003 program in comparison to delivering the same course content in the form of traditional lectures. A hundred and seventy-two first year university students were randomly assigned into two teaching method groups: traditional lecture instruction (TLI) and hybrid lecture instruction (HLI). Each group received six 95-min periods of instruction divided into 4 sections: a) 5-min brief outline of the key learning points, b) 40-min lecture on general knowledge c) 45-min constructivist-inspired learning activities and d) 5-min summary on key learning points. In the beginning and the end of this study students completed a 17-item multiple choice knowledge test. Two-way analysis of variances (ANOVA), with repeated measures on the last factor, were conducted to determine effect of method groups (TLI. HLI) and measures (pre-test, post-test) on knowledge test. The measures main effect was significant, as well as the groups x measures interaction effect. Two independent-samples t test were conducted to follow up the significant interaction. Differences in mean ratings of knowledge performance between the two teaching groups were not significantly different at first measure, while the TLI method group yielded a significantly lower mean rating at second measure. The findings indicated that HLI approach might be a superior option for undergraduate students on learning the Microsoft office PowerPoint 2003 program. (C) 2010 Elsevier Ltd. All rights reserved.
power point tertiary education distance learning hybrid instruction traditional instruction course management system student learning outcomes