Abstract
This study analyzed current practice of hybrid instruction and main issues to suggest support measures to further improve college learning. To this end, an online survey of 105 students, as well as class observations and in-depth interviews with college instructors who taught hybrid classes, were conducted. Despite the necessity and convenience of hybrid instruction, instructors and students who experienced hybrid instruction for the first time faced many challenges and difficulties. For instructors, 'increased workload due to on/offline classroom set-up and technical glitches, 'burden of class reconstruction’, ‘facilitating class interaction among on/offline students’ were most difficult to deal with. For students, ‘extra time for hybrid classroom set-up’, ‘difficulty interacting with students in different mode’, ‘technical glitches’ were pointed out as the major issues. In order to facilitate meaningful learning in hybrid instruction, universities should diversify support measures for instructors and, in particular, provide extra support for instructional design customized for hybrid instruction. It is expected that this study can be used as basic data to derive a new teaching-learning model for the operation of college hybrid instruction.
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