A switch from flipped classroom to hybrid educational model: perceived effectiveness of mode of instructional delivery

Abstract

ABSTRACT While there are laudable studies on the challenges of flipped learning and hybrid models adopted during the COVID-19 pandemic, limited studies exist on the advancements achieved through digitally enhanced learning. Eliciting information from preservice teachers on their experiences while switching to different learning environments during the global pandemic seems essential. A mixed-method research design was adopted to achieve this. Questionnaires and interviews were used to collect data from 165 participants who were purposively recruited for the study on their opinions on the switch from flipped learning to a hybrid educational model. A notable finding of this study was that switching to the hybrid model was perceived as a novel innovation in online learning during emergencies. Also, the study found that while the hybrid educational model was deemed adequate and efficient in achieving instructional objectives, the preservice teachers perceived it as ineffective and inefficient.