Student Communication Motives and Perceived Effectiveness of the Course between Online and Hybrid Classes.

This research attempted to explore differences in how students perceive effectiveness and communication motives between two online classroom settings: online classroom and hybrid classroom. The participants (N = 289; 169 females, 105 males, and 15 others) were recruited from communication courses covering 11 sections of 5 subject areas at a comprehensive state university. The result showed there was no significant differences on course effectiveness between online and hybrid classes. We found that students in hybrid classes (M = 3.94, SD = 1.12) were more likely to communicate with instructors for relational motives than ones in online classes (M = 3.37, SD = 1.21). Also, respondents in the hybrid classes (M = 4.01, SD = 1.21) engaged more in excuse-making motives than ones in online classes (M = 3.70, SD = 1.31). While respondents in hybrid classes regularly meet instructors in person, they easily recognize that instructors are available around them. However, on the other hand, some students in online classes are unable to find the instructor accessible virtually. We proposed instructors in online classes could spend more effort on acknowledging they are available virtually, employing virtual meeting spaces, online drop-in sessions, or timely and frequent announcements/reminders. [ABSTRACT FROM AUTHOR]