A quantitative Study on Instructors’ perspectives about teaching modalities in the classroom for a graduate hybrid Program

Abstract

This research article delves into the multifaceted domain of teaching modalities, exploring the diverse perspectives of instructors within the contemporary classroom environment in a graduate hybrid program, which offers classes online with partial face-to-face hours. With the rapid evolution of technology and pedagogical practices, educators are increasingly presented with a spectrum of choices regarding instructional methods. This study seeks to provide an insightful analysis of instructor perspectives on these teaching modalities, shedding light on the factors that influence their adoption, efficacy, and perceived impact on student learning. To gather a comprehensive understanding, a quantitative method research approach was employed. Data was collected through surveys involving a diverse range of educators across various academic disciplines. Instructors recognize the importance of adaptability in the modern classroom. They acknowledge that students possess varying learning styles and preferences, and, as a result, teaching modalities must be flexible to accommodate these differences. Educators increasingly embrace blended learning models, combining face-to-face instruction with online elements, to cater to the diverse needs of their students. The purpose of this research article is to offer a comprehensive analysis of instructors’ perspectives on teaching modalities in the classroom. Emphasizing the importance of adaptability, the role of technology, the need for professional development, and the evolution of assessment practices in shaping contemporary pedagogy. Understanding and respecting the varied viewpoints of instructors is essential for the successful integration of teaching modalities and, ultimately, for improving the quality of education in the digital age.