An analysis of hybrid instruction reveals improved engagement and completion rates in liberal studies students, indicating effective learning.
The behavior of students taking a liberal studies chemistry course using a hybrid instruction method was studied. Results indicate that the course effectively engaged students, both in terms of online activity and course completion, with students in the hybrid course obtaining a significantly higher completion rate than previous courses. Fears regarding the lack of academic integrity of the hybrid course were shown to be unfounded.
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George R. Long (2008) studied this question.
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