Hybrid Learning: The Perils and Promise of Blending Online and Face-to-Face Instruction in Higher Education.

2011 ◽  
Vol 25 (1) ◽  
pp. 73
Author(s):  
Susan Wainwright
Keyword(s):  
Higher Education ◽  
Hybrid Learning ◽  
Face To Face ◽  
Face To Face Instruction

Hybrid Learning

2016 ◽  
pp. 1-28
Author(s):  
Nahed Abdelrahman ◽  
Beverly J. Irby
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Hybrid Learning ◽  
Faculty Members ◽  
Learning Approaches ◽  
Face To Face ◽  
The Face ◽  
Face To Face Learning ◽  
Definition Of ◽  
Higher Education Advancement

Hybrid learning has been utilized as a transitional learning method to make advantage of both face-to-face and online learning platforms. In this article, the authors explored how faculty members perceive using simultaneously multiple platforms in higher education such as face-to-face, online, and hybrid platforms in teaching. In this study, the authors examined how faculty members defined hybrid learning. They also explored how the participants perceive both hybrid and online learning as vehicles for higher education advancement as well as strategies to attract more students to higher education. The purpose of this research was to develop an analytical overview of one of the learning approaches such as hybrid and its impact on higher education. The authors have interviewed ten faculty members in order to achieve this objective. The results illustrated that faculty members do not have one single definition of hybrid learning but rather they have multiple definitions. Faculty members also demonstrated that they support online learning because it achieves more accessibility to higher education, yet, they believe the face-to-face learning achieve more quality of education.

Hybrid Learning

2016 ◽  
Vol 8 (1) ◽  
pp. 1-25
Author(s):  
Nahed Abdelrahman ◽  
Beverly J. Irby
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Hybrid Learning ◽  
Faculty Members ◽  
Learning Approaches ◽  
Face To Face ◽  
The Face ◽  
Face To Face Learning ◽  
Definition Of ◽  
Higher Education Advancement

Hybrid learning has been utilized as a transitional learning method to make advantage of both face-to-face and online learning platforms. In this article, the authors explored how faculty members perceive using simultaneously multiple platforms in higher education such as face-to-face, online, and hybrid platforms in teaching. In this study, the authors examined how faculty members defined hybrid learning. They also explored how the participants perceive both hybrid and online learning as vehicles for higher education advancement as well as strategies to attract more students to higher education. The purpose of this research was to develop an analytical overview of one of the learning approaches such as hybrid and its impact on higher education. The authors have interviewed ten faculty members in order to achieve this objective. The results illustrated that faculty members do not have one single definition of hybrid learning but rather they have multiple definitions. Faculty members also demonstrated that they support online learning because it achieves more accessibility to higher education, yet, they believe the face-to-face learning achieve more quality of education.

scholarly journals Re-Envisioning Pedagogy in the Lens of Asychronous and Synchronuos Learning in Higher Education Amid Covid 19 Pandemic in Kenya

2021 ◽  
Vol 11 (4) ◽  
pp. 90
Author(s):  
Rosemary Khitieyi Imonje
Keyword(s):  
Higher Education ◽  
Capacity Building ◽  
Learning Needs ◽  
Building Structures ◽  
Face To Face ◽  
Institutions Of Higher Learning ◽  
Diverse Learning ◽  
Face To Face Instruction ◽  
Teaching Learning ◽  
Global Arena

Higher Education institutions have faced many challenges since the onset of COVID 19 pandemic with closures that extended to more than three months. Coronavirus pandemic pushed universities to switch to online classes from the conventional traditional pedagogies. While the work to transition face-to-face instruction to online environments would mean a lot of technological preparedness among lecturers, students, infrastructure; these initiatives have at the same time lead to established familiarity with the necessary technological tools, and teaching approaches with online learning. Universities have taken up the initiative to re-plan, re- design and re-develop in-house capacity building structures and develop off campuses courses and distance learning in order to meet the diverse learning needs of the students and pedagogical needs of the faculty. Among these initiatives is re-envisioning pedagogy in the lens of asynchronous and synchronous learning in higher education amid COVID 19 Pandemic. This paper has analyzed reflections on asynchronous and synchronous pedagogies and learning during faculty capacity building sessions from the University of Nairobi, Kenya. Out of these reflections are recommendations that other universities in the global arena can apply for quality in the teaching-learning processes in institutions of higher learning.

The Effect of Learning Expectations and Internet Speed on University Student Moodle Usage

2021 ◽  
pp. 35-57
Author(s):  
Philip Siaw Kissi
Keyword(s):  
Higher Education ◽  
Structural Equation ◽  
Survey Design ◽  
University Student ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Face To Face ◽  
Mediating Role ◽  
Learning Platform ◽  
Face To Face Instruction

Several higher education institutions have combined Moodle and face-to-face instruction to support and assist student learning. However, the purpose of using Moodle will be appreciated if factors influencing the use of this learning platform are known. Therefore, this chapter investigated the effect of learning expectation and internet speed on university student Moodle usage and further examined the mediating role of perceived fun features of the Moodle. This present study employed a cross-sectional survey design with 327 selected university students. Data collected were analysed using structural equation modelling (SEM). The results revealed that internet speed, fun features, and learning expectation have a significant impact on university student Moodle usage. Furthermore, the findings from the analysis of mediation showed that Moodle perceived fun features mediate the relationship between learning expectation and Moodle usage in higher education. The implication of the results and further study avenues are discussed.

Applying Web 2.0 Tools in Hybrid Learning Designs

2010 ◽  
pp. 371-392
Author(s):  
Mark J.W. Lee ◽  
Catherine McLoughlin
Keyword(s):  
Web 2.0 ◽  
Formal Education ◽  
Tertiary Education ◽  
Hybrid Approach ◽  
Hybrid Learning ◽  
Social Software ◽  
New Wave ◽  
Web 2.0 Tools ◽  
Face To Face ◽  
Face To Face Instruction

This chapter explores how educators can harness the potential of a new wave of social software to respond to the challenges of tertiary education in the new millennium, by combining the interactivity and immediacy of face-to-face instruction with the openness, connectivity, and flexibility afforded by the new tools and technologies. It also argues for a new conceptualization of “hybrid” or “blended” learning in the Web 2.0 era, and presents a number of exemplars of Web 2.0-based hybrid learning that typify the emergence of a new pedagogy for the digital age. Finally, it concludes with a discussion of the issues, barriers, and dilemmas that exist in implementing an effective hybrid approach to learning within a formal education setting.

scholarly journals Quality Assurance, Open and Distance Learning, and Australian Universities

2005 ◽  
Vol 6 (1) ◽  
Author(s):  
Ian C. Reid
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Quality Assurance ◽  
Distance Teaching ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Instruction ◽  
The Relationship ◽  
Education Quality Assurance ◽  
Australian Universities

<P>Open and distance education has integrated quality assurance processes since its inception. Recently, the increased use of distance teaching systems, technologies, and pedagogies by universities without a distance education heritage has enabled them to provide flexible learning opportunities. They have done this in addition to, or instead of, face-to-face instruction, yet the practice of quality assurance processes as a fundamental component of distance education provision has not necessarily followed these changes. </P> <P>This paper considers the relationship between notions of quality assurance and open and distance education, between quality assurance and higher education more broadly, and between quality assurance and the implementation of recent quality audits in Australian universities. The paper compares quality portfolios submitted to the Australian Universities Quality Agency by two universities, one involved in distance education, the other not involved. This comparison demonstrates that the relationship is variable, and suggests that reasons for this have more to do with business drivers than with educational rationales. </P> <P><STRONG>Keywords: </STRONG>distance education, quality assurance, online learning, e-learning, audit, higher education</P>

scholarly journals Critical skill of teaching: learning the cognitive and emotional states of our students during class

2021 ◽  
Vol 45 (1) ◽  
pp. 59-60
Author(s):  
Heidi L. Lujan ◽  
Amit Raizada ◽  
Stephen E. DiCarlo
Keyword(s):  
Higher Education ◽  
Real Time ◽  
Emotional State ◽  
Body Language ◽  
Cognitive Effort ◽  
Emotional States ◽  
Face To Face ◽  
Positive Attitudes ◽  
Face To Face Instruction ◽  
Teaching Learning

There has been an increased reliance on prerecorded lectures as a source of learning in place of live lectures in higher education. However, we must appreciate that our students send countless intended and unintended messages during class that relate to their cognitive and emotional states. Shaping productive learning experiences requires understanding their cognitive and emotional states by interpreting their statements, actions, and body language in real time. This can only occur with face-to-face instruction and makes it possible to tailor the class to the students’ needs. Becoming aware of the students’ cognitive and emotional state by listening and learning their body language is fundamental to teaching, as it will alert educators to cognitive effort and attention, surprise, or uncertainty, as well as a range of emotions, including confusion. Without an understanding of the students cognitive and emotional states, we lose our ability to structure conversations or to reinforce difficult concepts and important ideas in real time. We also lose our ability to adjust on the fly and modify instruction on the basis of the needs of our students. Thus, learning the cognitive and emotional states of our students during class is an essential skill of teaching and the critical means that a teacher uses to promote understanding and positive attitudes about education.

scholarly journals Blended Learning in Substantive and Procedural Law Modules: Malaysia’s Experience

2021 ◽  
Vol 12 (3) ◽  
pp. 1166-1174
Author(s):  
Zainal Amin bin Ayub Et.al
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Education System ◽  
Learning Gain ◽  
Higher Education System ◽  
Face To Face ◽  
Procedural Law ◽  
Face To Face Instruction ◽  
Conventional Classroom ◽  
Substantive Law

Since its inception in 1990s, blended learning gain its footing in higher education system. The awareness amongst law lecturers on the blended learning however are not encouraging as they are firmly hold to Socratic methodology and conventional classroom face-to-face instruction. This study examines the awareness of law lecturers in using blended learning and the performance of the students who enrolled in blended learning classes. This study involves descriptive and inferential statistical analyses to investigate the law lecturers’ awareness and to analyse impact of blended learning toward students’ performance. Five modules have been experimented, three substantive law modules and two procedural law modules. The results suggest that the awareness of law lecturers on the usage of blended learning is increasing. While students’ performance, the result shows that it is better if the module is blended, but only in regards to substantive law module. On the contrary, the performance of the students is unsatisfactory in the procedural law module. This study concludes that while the awareness and the interest among law lecturers to use blended learning is increasing, it is also concluded that the suitability of blended learning only in regards to substantive law modules compared to procedural law modules.

Traditional to Hybrid

2014 ◽  
pp. 387-411
Author(s):  
Rowena Li
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Learning Experiences ◽  
Hybrid Learning ◽  
Psychological Needs ◽  
Face To Face ◽  
Social Media Tools ◽  
Hybrid Learning Environment

Drawn from first-hand teaching and learning experiences, this chapter seeks to explore social media tools and their unique features in adapting traditional face-to-face courses to the hybrid learning environment. It examines the transformed roles of instructors and students, as well as their changing pedagogical, social, and psychological needs. It also demonstrates how social media can be used to meet the challenges of both hybrid and online instruction in higher education. This chapter provides faculty, administrators, and practitioners a better understanding of the roles of the instructors and students in a hybrid setting and also offers guidance to instructors on how to involve social media tools in a hybrid learning environment to enhance students' learning experiences.

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