A case study on the hybrid learning experience in the Agricultural Communications Block

Abstract

This case study explored the perspectives of a hybrid learning experience in the 2021 Texas Tech University agricultural communications Block capstone experience. This study utilized a qualitative, intrinsic case study design featuring a student questionnaire as well as student, teaching assistant and faculty interviews. Both the questionnaire and interviews focused on the participant’s perspectives of the hybrid learning experience used in the 2021 Block and questions for each were created using the Five R’s and capstone elements in Andreasen’s (2004) Model for the Integration of Experiential Learning into Capstone Courses (MIELCC). Results indicate participants achieved several components of the Andreasen’s Five R’s and Capstone Elements of the MIELCC with the hybrid learning experience but that some elements, such as communication and teamwork, need improvement. This study also shows that the instruction method, face-to-face, hybrid, or online, impacts a student’s ability to apply the capstone elements and incorporate the Five R’s and affects the student’s success of a capstone course. This study recommends modifications be made to the MIELCC to represent common instruction methods and how one, or a mix, can be applied in capstone courses to apply the capstone elements. This study also recommends that the Block return to a face-to-face structure with hybrid lessons and assignments that provide students a chance to build digital and remote skills to reflect a hybrid or remote workforce. Future research should be conducted to evaluate the hybrid learning experience in other capstone courses, particularly in agriculture communications or education. Future research should evaluate student camaraderie and its impact on capstone courses.