Combining the Best of Online and Face-to-Face Learning: Hybrid and Blended Learning Approach for COVID-19, Post Vaccine, &amp; Post-Pandemic World

Jitendra Singh,Lovely Singh,Keely Steele

doi:10.1177/00472395211047865

Abstract

The coronavirus disease 2019 (COVID-19) pandemic has changed the landscape of higher education. As academic institutions across the world continue to deal with the global health crisis, there is a need to examine different instructional approaches including online, hybrid, and blended learning methods. This descriptive study provide an in-depth review of the history of blended learning, evolution of hybrid model of instruction, preparedness of faculty with minimal or no experience in online teaching, and lessons learned as faculty worked on navigating COVID-19 situation since early 2020. A fish-bone analysis, a visual and structured approach to identify possible causes of problem, has been used to present the problems faced by faculty during the pandemic. A detailed Strength–Weakness–Opportunities–Threat analysis of blended/hybrid learning has been presented. An evidence-based approach on how instructors can combine the best of both traditional and online instruction to offer engaging learning experiences for students has been described. This research provides valuable insights to faculty and administrators who are preparing to teach during a pandemic and making efforts to academically survive it.

Highlights

The academic year 2020–2021 was one of the most challenging time for faculty, students, and academic administrators
There were many students who felt online learning was lonely and contributed to them feeling lazy versus be on campus for a traditional classroom experience, which created a sense of productivity
What have we learned from this public health crisis? Are the lessons worth keeping? Were there advances or gains that we made and how can we continue to build and further improve on those gains? All of us who work at institutions of higher education and academic settings need to think deeply about these questions as we prepare to work in current environment and slowly but steadily move into post-COVID-19 world

Summary

Introduction

The academic year 2020–2021 was one of the most challenging time for faculty, students, and academic administrators. There are many benefits of face-to-face format; this teaching modality provides in-person, real time interaction between faculty-students and student-student, which in turn can spark innovative questions and conversations. There is an increasing body of evidence that suggests that in-person learning provides motivation, helps in building a sense of community, and provides much needed encouragement to students. This allows instructors to pick up on nonverbal cues and make appropriate changes in the content and teaching methodology (Kemp & Grieve, 2014; Paul & Jefferson, 2019)

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