An exploratory analysis of student behaviour, performance and evaluation in hybrid and blended first year bachelor calculus course

There are significant benefits to be gained by incorporating a more flexible combination of synchronous and asynchronous online study activities into academic courses. However, a common concern is that students miss out on relevant campus activities and valuable information. This can pose challenges, particularly for first year students. Therefore, the implementation of an online format for a first year mathematics course warranted close monitoring and evaluation of student behaviour and performance. Following the students during a whole semester we found that students selecting the online course and online activities were slightly older students. The course format did not affect the students exam performance, and students in the online class felt equally well supported, had similar experiences of mastery and expectations for succes.