Evaluation of Hybrid Learning and Teaching Practices: The Perspective of Academics

Kam Cheong Li, Billy T. M. Wong (), Reggie Kwan, Hon Tung Chan, Manfred M. F. Wu and Simon K. S. Cheung
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Kam Cheong Li: Institute for Research in Open and Innovative Education, Hong Kong Metropolitan University, Homantin, Kowloon, Hong Kong, China
Billy T. M. Wong: Institute for Research in Open and Innovative Education, Hong Kong Metropolitan University, Homantin, Kowloon, Hong Kong, China
Reggie Kwan: Institute for Research in Open and Innovative Education, Hong Kong Metropolitan University, Homantin, Kowloon, Hong Kong, China
Hon Tung Chan: Institute for Research in Open and Innovative Education, Hong Kong Metropolitan University, Homantin, Kowloon, Hong Kong, China
Manfred M. F. Wu: Institute for Research in Open and Innovative Education, Hong Kong Metropolitan University, Homantin, Kowloon, Hong Kong, China
Simon K. S. Cheung: Institute for Research in Open and Innovative Education, Hong Kong Metropolitan University, Homantin, Kowloon, Hong Kong, China

Sustainability, 2023, vol. 15, issue 8, 1-13

Abstract: 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.

Keywords: mode of education; hybrid learning; hybrid teaching; hybrid instruction; HyFlex; teaching effectiveness; COVID-19 pandemic (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2023
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (2)

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