Hybrid Learning: Balancing Face-to-Face and Online Class Sessions

This paper raises the question: What is the appropriate proportion for face-to-face and online sessions when courses are taught in a hybrid learning format? Proportions of online and face-toface sessions in six institutions that utilize hybrid learning format were reviewed. The review indicates a loosely defined proportion between the two formats, with ratios varying from 75% online and 25% face-to-face to 13% online and 87% face-to-face. The paper proposes three stakeholders: students, professors, and institutions that need to be considered to determine the proportion of online and face-to-face sessions. The paper highlights some attractive features of hybrid teaching format with 50% each for online and face-to-face. The paper concludes by recommending future research to consider the concerns of the primary stakeholders

Open Source Software for Economically Developing Countries: A Free IT Solution for Success

The cost of licensing proprietary or Closed Source Software (CSS) can be prohibitively high for Economically Developing Countries (EDCs). In contrast, Open Source Software (OSS), which is free of charge, is often touted as a panacea for bridging the digital divide between EDCs and industrialized nations. This paper reviews the literature to identify determinant factors for OSS adoption in industrialized nations and identifies OSS adoption differences between EDCs and industrialized nations using three case studies from Ethiopia. The paper concludes that while the OSS movement holds potential for EDCs, the determinant factors for its adoption are different from those in industrialized nations; if the potential of OSS is to be realized for EDCs, further study is needed to understand the full extent of these differences

Synchronous Hybrid E-Learning: Teaching Complex Information Systems Classes Online

An empirical analysis in the form of a pilot study was conducted to compare a complex information technology course taught in a synchronous hybrid e-learning environment with one taught in a traditional classroom. The aim of the pilot study was to explore whether virtual learning environments (VLEs) are ready for teaching complex courses. Three courses taught during the summer semester of 2006 were used for the study; the results indicate the promise of synchronous hybrid e-learning for complex courses. Self-efficacy and satisfaction were also examined, and no differences were found between students in the two learning environments. Directions for future research were proposed to further evaluate synchronous hybrid e-learning environments