This study compared a hybrid learning format and a totally on-line format for two different subjects - Issues in Environmental Pollution and Organic Farming and Gardening. Course content, evaluation rubrics and grading categories were identical between subject formats. Previously, class numbers for both courses had risen to exceed maximum room class size. By offering an on-line alternative, the two live class hybrid numbers were lowered to 51 students while adding 131 students through distance learning. Thus, a total of 182 students were educated in 2010 compared to 71 in 2009 – an increase of 101 students primarily through an eCollege, on-line format.

Hybrid courses had 7 live, double-period sessions and 7 on-line learning modules while on-line courses had 21 learning modules on-line. The online approach incorporated more digital video technology and substituted webinars for “live” communication. Detailed statistical analysis of coursework quantified the amount and frequency of on-line participation. Student performance was evaluated via their learning responses with pre-post testing and personal satisfaction between the teaching methods with “sister” surveys.

The final median grades for the on-line courses were 85.9 and 83.3, respectively compared to 94.7 and 92.5 for the hybrid course versions. This result of higher final grades for the hybrid course over the on-line version of 8.8 and 9.2 points was statistically significant yet closer than expected. This finding was primarily due to slightly better test grades, better reports and increased levels of participation.