Evaluation of hybrid learning and teaching practices: The perspective of academics

Evaluation of hybrid learning and teaching practices: The perspective of academics

• Li, Kam Cheong Hong Kong Metropolitan University
• Wong, Billy T. M. Hong Kong Metropolitan University
• Kwan, Reggie Hong Kong Metropolitan University
• Chan, Hon Tung Hong Kong Metropolitan University
• Wu, Manfred M. F. Hong Kong Metropolitan University
• Cheung, Simon K. S. Hong Kong Metropolitan University

Sustainability, 15(8), 2023

MDPI

2023

• F Learning & Teaching
  • FA General Teaching Strategies, Different Instructional Methods

Mode of Education Teaching Method Engagement Classroom Management Interaction Academy Motivation Hybrid Learning Hybrid Teaching Hybrid Instruction HyFlex Teaching Effectiveness COVID-19 Pandemic

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

• View Full Text 全文連結

This paper presents a study on the evaluation of hybrid learning and teaching practices by academics. A mixed research method involving a questionnaire survey and a focus group interview was employed to gather academics’ feedback on their experience in delivering hybrid instruction in a synchronous manner in which on-site and remote students attended classes simultaneously, their students’ hybrid learning effectiveness, and their suggestions for improvement. The questionnaire was administered to 76 academics from a university in Hong Kong where hybrid learning and teaching were implemented, and the focus group interview involved 10 academics. The findings reveal that the participating academics perceived themselves as having an overall high degree of readiness to handle technical issues. They expressed that the students from their hybrid classes had lower levels of interaction, engagement, and motivation than those from traditional face-to-face classes. The participants also reported their challenges regarding hybrid learning and teaching, including heavy workload for lesson preparation and face-to-face and online classroom management, unfamiliarity with interactive teaching design suitable for hybrid classes, and difficulties in monitoring students’ learning process. They provided suggestions for the improvement of hybrid classes, ranging from the provision of technological support to professional development for enhancing students’ online interaction and engagement. These findings contribute to revealing academics’ experience in practising hybrid learning and teaching and identifying ways to address their challenges. © 2023 by the authors.

• English

Journal Articles

• 20711050

• 10.3390/su15086780

https://bibliography.lib.eduhk.hk/en/bibs/a1695807

2024-07-11