Hybrid delivery of college instruction in the skilled trades: supporting apprenticeship completion

This report proposes that, by combining online courses for theory and in-class learning, hybrid apprenticeship programs may be able to achieve comparable outcomes to traditional in-class programs, but in approximately half the required time. This study examined the Industrial Mechanic Millwright (IMM) apprentice program at two Ontario colleges and found that there were no significant differences in completion rates, grades, satisfaction and engagement levels, retention and completion between traditional teaching methods and a hybrid program.

Conducted from 2011 to 2014, the study examined the IMM program at Durham College, which delivered a traditional in-class, three-year program, and Sault College, which offered a hybrid program where students could complete the program in back-to-back semesters in just 16 months. Both programs consist of an apprenticeship placement with an employer, as well as studies at the college. The study used student grade point averages, data collected from an anonymous online survey and focus group interviews with students, employers and other stakeholders including instructors, school administrators and a representative from the Ministry of Training, Colleges and Universities.

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