Evaluating the Effectiveness of Online, In-Person, and Hybrid Learning: A Case Study of Engineering Disciplines at a Chinese Technical University
Saved in:
| Title: | Evaluating the Effectiveness of Online, In-Person, and Hybrid Learning: A Case Study of Engineering Disciplines at a Chinese Technical University |
|---|---|
| Language: | English |
| Authors: | Lingyan Guo, Margarita Lagutkina, Larisa Mamedova |
| Source: | International Review of Research in Open and Distributed Learning. 2026 27(1):1-17. |
| Availability: | Athabasca University Press. 1200, 10011-109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-497-3412; Fax: 780-421-3298; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Program Effectiveness, Online Courses, In Person Learning, Blended Learning, Engineering Education, Undergraduate Students, Programming, Mathematics Education, Science Education |
| Geographic Terms: | China |
| ISSN: | 1492-3831 |
| Abstract: | The effectiveness of technical education may vary depending on the delivery method. This study compared the effects of online, face-to-face (F2F), and hybrid learning on engineering students' academic performance. The study involved 450 second-year students pursuing an engineering degree at a technical university in China. The pre-test and post-test scores for the five core academic subjects (i.e., computer programming, further mathematics, physics, electrical engineering, and analytical mechanics) revealed a statistically significant improvement in academic performance across all subjects after use of hybrid learning (p < 0.000). The average gains were 3.46 points in computer programming, 4.07 points in further mathematics, 3.24 points in physics, 2.5 points in electrical engineering, and 3.06 points in analytical mechanics. The online and F2F delivery groups exhibited a statistically significant improvement with respect to scores for electrical engineering (p < 0.000) and physics (p < 0.002) only. The one-way ANOVA and Scheffe's test results revealed that the hybrid model had the strongest learning effects compared to online and F2F. A SWOT analysis helped to further explore students' perceptions of the three delivery formats. The present findings, which highlighted the effectiveness of hybrid learning, can be helpful in creating adaptive learning programs for engineering students. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1501206 |
| Database: | ERIC |
| Abstract: | The effectiveness of technical education may vary depending on the delivery method. This study compared the effects of online, face-to-face (F2F), and hybrid learning on engineering students' academic performance. The study involved 450 second-year students pursuing an engineering degree at a technical university in China. The pre-test and post-test scores for the five core academic subjects (i.e., computer programming, further mathematics, physics, electrical engineering, and analytical mechanics) revealed a statistically significant improvement in academic performance across all subjects after use of hybrid learning (p < 0.000). The average gains were 3.46 points in computer programming, 4.07 points in further mathematics, 3.24 points in physics, 2.5 points in electrical engineering, and 3.06 points in analytical mechanics. The online and F2F delivery groups exhibited a statistically significant improvement with respect to scores for electrical engineering (p < 0.000) and physics (p < 0.002) only. The one-way ANOVA and Scheffe's test results revealed that the hybrid model had the strongest learning effects compared to online and F2F. A SWOT analysis helped to further explore students' perceptions of the three delivery formats. The present findings, which highlighted the effectiveness of hybrid learning, can be helpful in creating adaptive learning programs for engineering students. |
|---|---|
| ISSN: | 1492-3831 |
