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The National Center for Manufacturing Education (NCME) in partnership with the Quality Engineering Technology (QET) Department at Sinclair Community College received a NSF-ATE project grant in August 2003 to develop and test a hybrid instructional delivery methodology. The design uses small group activity-based instructional materials developed under previous grants in conjunction with supportive web-based content and learning objects for the individual online component. This allows face-to-face interaction to occur despite the groups’ working at different locations and times. Web-based supplemental instructional materials and learning objects created and under test support the previously developed instructional modules. The primary outcome of the NSF-ATE grant, A Distributed Hybrid Approach to Creating a Community of Practice Using NSF Funded Manufacturing Engineering Technology Curriculum Modules  DUE 0302574, is evaluating the effectiveness of the delivery method as a means to increase the number of students in manufacturing-related programs by providing institutions, companies, and students a way to work together both onsite and online in a costeffective, practical way. Previous ASEE presentations on this grant have focused on the theoretical backgrounds, students’ perceptions about distance versus pure face-to-face instruction, and the organization of the hybrid lecture and laboratory sections. This paper defines the current results related to meeting the project objectives, in particular student perceptions and academic performance, when comparing the use of a hybrid delivery mode versus traditional face-to-face instruction 1,2 . Background The goal of the funded project is to develop, test, and evaluate the effectiveness of new web-based primary instructional materials, leading to a certificate in Continuous Process Improvement, which utilizes a unique distributed-hybrid delivery model. This is accomplished by expanding delivery options by blending onsite and online learning within a distance delivery system that economically expands the geographic area serviced by an individual college. The blended delivery system consists of small group face-to-face activities, web based synchronous and asynchronous communications tools and supporting web or video based instructional materials and learning objects. Houdeshell and Pomeranz (2004) cited the need for qualified technicians and manufacturing practitioners, at a time when the number of TAC/ABET accredited Associate degree programs in Manufacturing Engineering Technology has dropped and postulated possible solutions. “One proposed solution to increase the viability of manufacturing related technology programs is to service a larger geographical area through the use of distance education” [1] The use of traditional distance education delivery methods has inherent problems of higher attrition for lower division undergraduates, greater difficulties in applying teamwork skills, and potential lack of student access to equipment for appropriate laboratory experiences. While use of computer simulations can provide realistic instruction for many laboratory experiences, many of P ge 11337.2 the current solutions require either moving the laboratories to the students or moving the students for extended time to the laboratories [1] . The blended delivery method provides a workable alternative to pure distance education while at the same time provides connection to a small faceto-face group. The goal of this project is to develop, test, and evaluate the effectiveness of new web-based primary instructional materials, leading to a certificate in Continuous Process Improvement (CPI), which utilizes a unique distributed-hybrid delivery model. The next section outlines the current progress in meeting the supportive project objectives with primary focus on project objectives 4 and 5, related to effectiveness and barriers to adoption. Grant Progress and Challenges Current Status of Project Objectives Table 1 describes that current status of the 5 project objectives with an expected completion date by fall 2006. The first unexpected obstacle towards completion of the project objectives occurred in 2004 with the challenge of no students volunteering to join a “hybrid” site, i.e. not coming to class but meeting with an instructor/facilitator in a small group to carry out the activities. Houdeshell (2005) interviewed classes as to their reluctance to be excused from coming to face-to-face classes at the college. Several students cited “I learn a lot from other students’ questions” [2] . As a result our external evaluator, Social Science Research and Evaluation Corporation (SSRE), developed a questionnaire to determine students’ perceptions concerning distance education versus face-to-face instruction. Table 1 Distributed Hybrid Project Objectives and Current Status Project Objectives Status 1. Supplement eight existing NCME face-toface instructional modules (delivered within five college classes) with web-based declarative and structural supporting materials, within a reusable learning object format, suitable for a distributed-hybrid method of delivery; The following NCME modules have been supplemented: Basic Statistical Variation, Probability, Sampling and Hypothesis Testing, Statistical Experiments, Teamwork, Quality Foundations, Process Control, Financial Management, Supply Chain Management, and Introduction to Just-in Time using web-based templates and assessment instruments based on Merrill’s Five-Star Instruction Principles [3, 4] . 2. Pilot test the materials and delivery method at a total of two or more industry and college sites with an average of four or more students per site per term; Current pilot testing occurring at Sinclair Community College, and under development at Illinois Valley Community College. 3. Develop a web-based virtual “community of practice” over the length of the program that includes subject matter experts, participating students, and module instructors for the purpose of creating self-sustaining, studentled environments for sharing and growth; Practice web seminars have been held, a discussion board has been installed, and pilot testing of the web-based community of practice for faculty’s planned for Spring 2006. 4. Test the effectiveness by comparing student performance and retention in at least four modules; student, faculty, college, and industry satisfaction; and institutional and This paper reports the progress to date on student performance and retention. Other measures to be completed by July 2006. P ge 11337.3 Project Objectives Status industry return on investment when compared to face-to-face or pure web based instruction; 5. Research and create a dissemination plan that addresses adoption barriers identified in the project. Plan currently under development based on barriers outlined in Rogers (1995) Diffusion of

Comparing Student Perceptions And Performance In Distance, Hybrid And Face To Face Environments