Abstract
ABSTRACT Hybrid teaching, synchronous face-to-face and online learning will continue to be part of flexible teaching methods. This mixed method study aimed to measure the effects of an educational intervention on the development of health sciences and medical educators’ (n = 16) hybrid teaching competence combining experiences about motivation. Hybrid teaching competence was measured with a self-assessment Hybrid Education Competence instrument from one Finnish university in 2022. Pre and post measures about hybrid teaching competence (n = 16) and semi-structured interviews (n = 5) about learning motivation were conducted. Wilcoxon’s signed rank test and inductive content data analysis were used. The educators showed a statistically significant increase in their competence in planning and resourcing hybrid teaching, technological, interaction, digital pedagogy, and ethical competence. Educators experienced the challenges of supporting motivation were less prominent in the second interview than in the first. The study provides evidence on the development of educators’ continuous education and supporting learning motivation.
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