Development of a hybrid learning assessment model

Liu Lai C and Koong Kai S
The University of Texas – Pan American
Edinburg, USA

All accreditation agencies require some type of course-by-course assessment as well as complete degree programme evaluation to ensure that some standard or expected outcomes are met. In the case of most traditional programmes that are delivered face-to-face at 'bricks and mortar' facilities, course and programme surveys are the most common feedback mechanisms employed for assessing outcomes. In the case of courses and programmes that are delivered using the variety of information and computing technologies available, additional assessment factors relating to the technology tools and media used must also be studied. Assessing hybrid learning can add another dimension or problem to the assessment process as researchers must assess the combination of content, techniques and tools against various quality and quantity attributes that can have an impact on the effectiveness and efficiencies of the learning process.

This study deals with the development of a hybrid learning assessment model that is mission-critical to the performance evaluation of hybrid courses and degree programmes. First, important variables related to the practice of hybrid learning are extracted from the literature. Second, these variables are organized into a two-dimensional model framework. Third, a quantitative example is provided to show how the model can be applied to an actual hybrid learning environment. This paper should be of particular interest to institutional administrators, programme evaluators, and assessment experts. Educators and researchers specializing in performance evaluation and standards development will also find the paper useful.