Comparison of Hybrid vs. Traditional Pedagogical Approach in a Computer Engineering Course

Abstract

This paper compares student learning outcomes from two different pedagogical approaches: hybrid vs. traditional in-classroom teaching method. The study applies a previously developed framework in order to assess the learned curriculum for the same upper division computer engineering course. It also analyzes how it is aligned with the intended curriculum. The same computer engineering course was taught by two different instructors during two different semesters. Both instructors are considered subject matter experts and have extensive technical background as well as many years of practical engineering experiences. Both classes employed the same textbook, delivered similar set of course topics, required similar homework and laboratory assignments as well as including a semester-long team project. A key difference is the use of online lectures. Based on students’ survey responses and final grade results, this study compares their development in content knowledge and cognitive abilities to determine the effectiveness of each pedagogical approach. The study provides an interest in finding ways to truly utilize Internet technology to improve student learning, particularly their development of cognitive abilities. The study also seeks the impact of the Internet technology on lecturing styles and in-classroom dynamics. Furthermore, this study helps gaining insights into pedagogical approaches concerning teaching and learning along the technological dimension.