ХИБРИДНА НАСТАВА У ВИСОКОШКОЛСКОМ ОБРАЗОВНОМ КОНТЕКСТУ

Abstract

The Covid-19 pandemic caused profound changes in all of the educational systems around the world, and these developments have had a considerable impact on how organizational forms of instruction are approached. Distance learning, online instruction, and hybrid instruction are substituting traditional face-to-face instruction. Hybrid instruction, an organizational style of learning that blends direct instruction with online education, actually becomes more prominent during this time of crisis. It held a unique position and function within the higher education system. The purpose of this paper is to ascertain the didactic qualities and principles of hybrid instruction from the viewpoint of the students. The research sample was made up solely of university students who participated in some type of hybrid method of instruction during their studies in order to assure the most accurate results. The study findings indicate that students have favorable opinions of the didactic elements of hybrid instruction and its principles. The most important didactic aspects of hybrid instruction were the high-quality integration of online and direct teaching tactics, the effectiveness and balancing of personal and student commitments, and the availability of settings that allowed students to study and advance at their own pace. Students, on the other hand, believe that the core principles of this teaching model are efficiency in time and finance management, as well as their use of time. In terms of additional support to attain effective higher education, the demonstrated positive student impressions clearly indicate a range of pedagogical implications concerning the worth, necessity, and use of this instruction model in the post-pandemic age.