hybrid education
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2022 ◽  
Vol 12 (1) ◽  
pp. 36
Author(s):  
Mónika Harangi-Rákos ◽  
Daniela Ștefănescu ◽  
Kinga-Emese Zsidó ◽  
Veronika Fenyves

As a result of the COVID-19 health epidemic, online life has exploded into our daily lives, forcing most of us to move previously seemingly irreplaceable “face-to-face” activities into “non-face-to-face” meetings and activities in many sectors. One of the biggest challenges has been in the field of education: This sector, compared to other sectors, was less digitized. Under these circumstances, the entire education process was transferred to online space overnight, which was/is a major challenge for everyone. Thus, a questionnaire survey was conducted among students from two universities in Hungary and Romania, the results of which are included in the present article. The aim of the research was to measure students’ satisfaction and to examine the benefits of online education, for example, in terms of introducing hybrid education over the long term. Descriptive statistics as well as the Wilcoxon rank-sum test were used to analyze the database. The results showed that, from a practical point of view, there was no significant difference between the Hungarian and Romanian respondents who had a fundamentally positive view of digital education. In this respect, positive feedback can be seen as encouraging, especially for those individuals and social strata who may find online education much more attractive than traditional physical teaching. Online education could be an attractive, accessible, sustainable form of further education in the long run.


2022 ◽  
Vol 5 (1) ◽  
pp. 27
Author(s):  
Gerardo Quiroz Vieyra ◽  
Luis Fernando Muñoz González

Faced with confinement due to COVID-19, educational institutions with face-to-face models had to continue their activities under conditions and with resources not used up to that moment. For this, the institutions formulated and put into operation continuity plans, which involved everything from remote education to hybrids between the latter and online education. Institutions that already had online or hybrid education programs were able to apply that experience to their face-to-face programs, allowing them to respond more quickly than those that did not. The stages of the teaching-learning process that were "adjusted" during this emergency in order to give continuity to educational activities were the last two, namely: the development of instructional material and teaching. In this work, an intervention is proposed in a previous stage of the process, that is, in the instructional design (ID), using the ASSURE model derived from the ADDIE model or approach. This intervention is based on the lessons learned during the pandemic, for the preparation or reformulation of study plans that consider information and communication technologies as a platform to enhance the effectiveness of learning, selecting them and establishing their use strategy from the stage in which the materials are designed, which may be useful considering that even if the students return to the classrooms, a virtual part will be preserved, that is, a hybrid model, in which the face-to-face-virtual ratio will be determined by the educational strategy of the institution.


Author(s):  
Kawther Khalid Ahmed ◽  
Ali Azeez Al-Jumaili ◽  
Salema Sultan Salman ◽  
Sarmed Hashem Kathem

The impact of COVID-19 pandemic on education models was mainly through the expansion of technology use in the different educational programs. Earlier impact of COVID-19 was manifested in the complete and sudden transition to distance education regardless of institution preparedness status. Gradually, many institutions are moving back to on-campus face-to-face education. However, others including all higher education institutions in Iraq are adopting the hybrid education model. This report presents part of the end of semester evaluation survey conducted at the University of Baghdad College of Pharmacy for the Spring 2021 semester. The survey aims to address points of strength and weakness associated with the hybrid education model and specifically the virtual content delivery aspect of hybrid education. The outcomes of the end of semester evaluation will shape a better experience for upcoming years and guide distance education implantation in the program.   


Author(s):  
Enoch Wong ◽  
Shuaiguo Wang ◽  
Xiaoxiao Wang ◽  
Xinjie Yu
Keyword(s):  

2021 ◽  
Vol 25 (4) ◽  
Author(s):  
Douglas Rome Moodie

The concept of hybrid education is spreading. Far less research has been done comparing hybrid teaching to online and F2F teaching. Nearly all this research assumes that there is no difference in the students entering F2F, Hybrid, or online sections of a course. This study used data from four years of courses that were taught in Coles College of Business at Kennesaw State University. This data set with individual student and course outcomes, included full student demographics including previous university GPA. The results showed for all demographics, hybrid course sections gave better final course grades than online sections, which in gave better final grades than F2F sections. However, for instructors who taught Hybrid courses also gave higher course GPAs for F2F sections than those who did not teach hybrid.


Author(s):  
Rocío Jiménez-Cortés ◽  
Luisa Aires

AbstractHigher distance education models can be described from the theoretical and practical foundation of feminist pedagogy. The objective of this work is to know what feminist approaches are identified in the pedagogical models adopted by distance and hybrid education at the University and what curricular characteristics they have. The scoping review is carried out on a total of 126 journals bringing together 60 indexed, 30 specialized in gender and 6 in education. The final sample is made up of 10 papers that meet the established inclusion criteria. The review method is based on three phases of collection, description, and analysis with different tasks and the PRISMA-ScR (Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews) protocol is followed. The results obtained from mixed methodology applied show three perspectives that set trends in distance and hybrid higher education models from feminist approaches: (a) feminist-pragmatist, (b) eco-dialogical feminist and (c) intersectional-technofeminist. These trends show the application of feminist principles to curriculum design and their implementation in distance and hybrid higher education.


2021 ◽  
pp. 575-584
Author(s):  
Paul Teran ◽  
Julia Kononowicz ◽  
Stephanie Kuhlmann ◽  
Julian Dedeaux ◽  
Kari Harris

Objective: During fall 2020, schools used a variety of learning modes based on anticipated risk of viral transmission within schools. Methods: De-identified SARS-CoV-2 data from 11 school districts in the Wichita, Kansas metropolitan area from August 1 to November 15, 2020, was collated for analysis. The Sedgwick County Health Department (SCHD) and Kansas Department of Health and Environment (KDHE) databases were accessed for community-level and contact tracing data. Results: Altogether, 13,573 staff and 54,479 students receiving full or partial on-site (hybrid) education were included. Few students (1.4%) or staff (4.7%) tested positive for SARSCoV- 2. District rates varied from 0.1% to 3.3% in students and 0.7% to 8.7% in staff. Students in grades 9-12 had a higher rate of positive tests and cases were more likely linked to school-based exposure. Staff rate by grade level did not show an identifiable trend; staff rates were higher in nonattendance centers. Conclusions: Low SARS-CoV-2 student case rates suggests on-site learning formats may be appropriate. School trends reflected community rate reinforcing that communitylevel interventions are necessary to decrease transmission. As new variants arise, transmission characteristics must be studied. Health and education partnership is important to ensure the greatest well-being for students and staff.


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