Abstract
This study aims to investigate whether and how the synchronous hybrid learning (SHL) environment impacted face-to-face group (F2FG) and non-face-to-face group (NF2FG) differently in terms of their academic achievement and learning satisfaction. The results were as follows: First, while test scores increased with both groups, only the F2FG showed a statistically significant improvement. Second, survey results revealed that the two groups differed in the degrees and areas of satisfaction. The F2FG gave higher satisfaction scores than their counterparts in teacher-learner interaction, class participation, and class effectiveness whereas overall attitudes toward SHL were more positive with the NF2G. Lastly, the participants cited the relative ease of concentration (F2FG) and not being restricted by location (NF2FG) as the strengths of SHL. As shortcomings, they pointed out the instructor’s attention being constantly divided between the two groups of learners and occasional delays in communication due to technical glitches.
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