The hybrid (or blended) class model moves direct instruction out of the classroom by assigning course-content videos for homework. Rutgers University introduced its first hybrid mathematics course in the Spring 2015 semester. This study compared the hybrid section and one traditional format section taught by the same professor. To examine what effect the hybrid format had on in-person classroom interactions, the face-to-face meetings of the hybrid and the traditional section were analyzed using the Flanders Interaction Analysis Categories system. The hybrid class had a significantly higher percentage of student-initiated discourse and a lower percentage of direct lecturing than the traditional class. This indicates an active learning environment, with the professor being a facilitator to the students’ learning. A sample excerpt from the hybrid course transcript will illustrate both how students assist each other with the material and how the professor successfully becomes the ‘guide on the side’ to student learning.
Alice Seneres is the Director for Integrated Academic Support Programs at Rutgers University and is working towards her PhD in Mathematics Education at Teachers College, Columbia University. She worked as a mechanical engineer for Hewlett Packard before entering higher education. She has taught mathematics full-time at the college level and received a Fulbright to conduct research in Mathematics Education in Germany for the 2015-2016 academic year.