| The purpose of this study was to examine student satisfaction as it correlated to student-to-student interactivity and student-to-instructor interactivity in 4 hybrid MBA courses. Using quantitative descriptive methodology the study examined data that revealed information upon which future judgments can be made to improve and deliver hybrid course offerings. A current trend in higher education is a distance learning model that builds on the strengths of the traditional face-to-face classroom environment and the online environment, and combines them into a harmonious balance. By blending the face-to-face and online components, educators hope to create an effective instructional design that balances the strengths and weaknesses associated with online and traditional courses. The data was collected in 4 hybrid courses offered at 1 university. This study analyzed the quantity of human interactions by looking at 2 hypotheses to determine student satisfaction rates in hybrid courses. The historical content of the study explored the development and growth of the distance education field from early correspondence courses to current online and hybrid offerings. Based on the 2 hypotheses, components of instructor-to-student and student-to-student interaction, the study analyzed variables of age, gender, ethnic background, GPA scores, general Internet experience, and online discussion experience. Sixty-eight students enrolled in the 4 hybrid courses were surveyed. The results revealed that when instructors participated in the online sessions of the hybrid course, satisfaction rates were higher. Three of the 4 courses with active instructor participation during the online sessions yielded high satisfaction rates. However, the 4th course, a substantially significant outlier, revealed that when instructor interaction was absent, as was demonstrated here, student satisfaction rates were lower. The literature review determined that interaction and satisfaction are critical components in hybrid course offerings. |
