Self-directedness and academic success of students enrolling in hybrid and traditional courses

Abstract

Scope and Method of Study:

The purpose of this explanatory case study was to explore the relationship between student success in coursework, student preference for self-directed (online) or (teacher-directed) tradition classroom settings and instructional strategies of pedagogy and andragogy evidenced in PSU course offering.

Findings and Conclusions:

This study reveals that most students prefer traditional courses and they need a teacher to help them learn. The academic success of students enrolling hybrid courses is a little higher than that of students studying traditional courses. The activities are different but assessments designed for both courses are very similar. They support a pedagogical model. Students are generally wanting teacher-centered instruction, regardless of year in school, faculty (college) or type of course preferred. Instructional strategies tend to support and foster teacher-directed learning characteristics, teacher-directed.

Findings from this study can provide a clear picture of student and instruction in one university. This might affect the university learning policy, enabling the university administrators reconsider the present situation, adjusting and improving the learning context. In addition, this study might add more information to the Ministry of Education to rethink about the policy, and adjust or change instructional strategies to help the students promote life long learning.