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In-Class--Online Hybrid Methods of Teaching Planning Theory: Assessing Impacts on Discussion and Learning

^* To whom correspondence should be addressed. E-mail: rwwillson{at}csupomona.edu.

	Abstract

Planning education can benefit from hybrid teaching methods that use online activities to replace a portion of in-class activity. Research on hybrid courses is lacking, especially for discussion-oriented planning classes. This research evaluates a graduate planning theory course delivered in both hybrid and traditional formats, analyzing student performance, class evaluations and supplemental surveys, and instructor reflection. The findings are as follows: (1) performance of students in the hybrid class was no worse than the traditional class, (2) students were satisfied with online activities but class evaluations were somewhat lower, and (3) the instructor found student learning benefits, but hybrid teaching was more time consuming. The results suggest that planning educators should test and evaluate hybrid teaching for a wide range of planning courses.

First published on September 8, 2008, doi:10.1177/0739456X08324286

Journal of Planning Education and Research 2008;28:237.

A more recent version of this article appeared on December 1, 2008


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