Hybrid Learning Environment Research Articles

Exploring spatial influences in feedback for international students

Space is a significant factor for teaching and learning (Goodyear & Carvalho, 2019), but it is comparably underexplored in the higher education (Ellis & Goodyear, 2016). Learning spaces have become hybrid in the post-pandemic period in higher education with physical locations having digital extensions and vice versa (Ellis & Goodyear, 2018), which allows more flexible study modes and access to richer study resources. In addition to having material properties which physically promote or prevent student engagement, space is also a social product with relational and structural aspects, which could shape social relationships and moreover, reflect or promote existing inequalities amongst students (Wong, 2024). Space may therefore impact on students’ learning experiences, including within feedback encounters. Feedback is a significant aspect of students’ learning experiences in higher education. It is well acknowledged that feedback is important for students’ learning and graduate outcomes (Hattie & Clarke, 2018). Feedback encounters, such as supervision meeting and placements, could provide valuable feedback opportunities with the characteristics of immediate and frequent dialogues. However, spatial factors could affect these feedback encounters positively and negatively (Gravett, 2022). For example, many students perceive academic office as a scary space to seek feedback (Gravett & Winstone, 2019) while in comparison, online discussion boards are perceived as more flexible and equitable spaces for feedback engagement (Zhou et al., 2023). Since little is known about students’ experiences of feedback spaces and how spatial factors affect feedback, it is important to explore students’ feedback experiences in the hybrid feedback spaces. International students are a cohort for whom feedback spaces are particularly important. They often experience relocation to the new learning spaces in different cultural contexts, and are likely to be unfamiliar with material and social perspectives of the spaces (Dai et al., 2018). Therefore, they might feel disrupted and anxious at the initial stages of their feedback encounters, which could lead to the effectiveness of these valuable feedback. Since international students make great social and economic contributions to Australia, to promote more equitable feedback experiences for those students, it is important to understand their feedback experiences in the feedback spaces, to inform co-design of inclusive and supportive feedback spaces. This poster will offer an overview of preliminary findings of a review study. The review has two research questions: 1. How has space has been incorporated as part of existing feedback models in higher education, across situated, hybrid, and digital learning situations? 2. How do feedback models account for the particular situations of international students? This work has implications for future theoretical and empirical studies about feedback and feedback spaces. This research has the potential to enrich theoretical understandings of feedback and space research in higher education. Findings from this study could also enrich the literature regarding international students and provide practical strategies for supporting international students’ acculturation. In addition, the study could give implications to education institutions about how to create inclusive and supportive hybrid learning environments, which could significantly enhance the student experience and learning outcomes.

A comparative study on the use of spatiotemporal maps for teaching data visualization in a hybrid learning context

ABSTRACT Data visualization is a complex matter and so is teaching it in the context of engineering and data science. Even more challenging is teaching in a midst of once in a century pandemic. In this paper, we show the results of a workshop conducted with second-year students on a university degree in data science, which took place in the context of pandemic restrictions in a hybrid learning environment. About half of the students were in the classroom and the other half at home. They learned to use STMaps, a tool developed in the scope of the SILKNOW project. We transferred research outcomes to the classroom; similarly, the results of evaluating the tool were transferred to the project. But more importantly, we found insights that the learning process of students that were online was not the same quality as of those that were physically in the classroom. While both groups performed well in terms of correctly fulfilling the tasks proposed during the workshop, the students at home were less motivated and perceived the tasks more cumbersome to achieve. From a research perspective, this activity was perceived as very useful, and similar activities are being planned for each academic year.

Disguise Learn: A Best-in-Class Hybrid Learning Program Case Study

This case study examines the development and implementation of “Disguise Learn”, a hybrid learning program designed to elevate customer training experiences, enhance product adoption, and foster client success in the extended reality (xR) and virtual production (VP) realms. The study highlights the business needs that led to the creation of Disguise Learn, the strategic design of the program, its deployment, change management efforts, and the measurable benefits realised. The study aims to showcase best practices in creating a comprehensive and engaging hybrid learning environment that aligns with organisational objectives and industry demands.

Designing Effective Hybrid Course Curriculum: A Design Science Approach to Gamification and Student Outcomes Validation.

In the modern educational landscape, the integration of gamification into hybrid learning environments has emerged as a promising approach to enhance student outcomes. However, there remains a lack of comprehensive frameworks for designing gamified hybrid courses and validating their impact on student outcomes. This paper proposes a design science-based approach to gamified course design in hybrid learning contexts. Drawing on the principles of design science research, we developed a framework for designing a gamified hybrid course curriculum that incorporates course content, activities, and assessments based on four elements of gamification (achievement elements, utilitarian value, hedonic benefits, and competition). To validate the effectiveness of our approach, we conducted a study with 294 students enrolled in a hybrid business course that implemented the proposed gamification framework. Our findings indicate that all gamification elements of our proposed gamified hybrid courses positively enhance student engagement, achievement, and satisfaction. Ultimately, this paper not only contributes to the 'gamification in education' literature by providing a comprehensive framework for designing engaging and effective hybrid courses but also proposes a roadmap for the application of design science to embed gamification in business course curriculum design within the context of modern hybrid learning environments.

Analyzing the impact of classroom design factors on acoustic comfort in higher education hybrid learning environments

The vitality of hybrid learning classrooms has escalated due to enabling factors including advancements in technology, the demand for flexible education, and responses to global crises. However, the inadequate preparation for implementing hybrid classrooms raises concerns about students' ability to understand speech due to a lack of attention to the importance of acoustic quality. As a result, this study aims to investigate the impact of classroom design factors, such as ceiling height, occupancy, and spatial layout configuration, on hybrid classroom acoustic performance. The field measurement data acquired from multiple classrooms was utilized for analysis. The impact of design factors on acoustic parameters, which comprise reverberation time (RT), speech transmission index (STI), and speech clarity (C50), was analyzed through simulation using ODEON room acoustic software. The simulation was conducted based on two distinctive categorizations, which were determined by the size of the classrooms. The outcomes revealed that the design factors consisting of ceiling height, occupancy level, and spatial layout arrangements influenced the acoustic performance at various microphones' locations in hybrid learning classrooms. Although the analysis effectively upholds students' learning experience and performance, it is valuable for designers and educational institutions to establish adequate acoustic qualities for hybrid learning environments.

Impact of Plai-Zampen programs on librarians' professional development for technological advancement and management

The purose of this study is to assess the impact of the programs initiated by the Philippine Librarians Association, Inc.- Zamboanga Peninsula (PLAI-ZamPen) for the last 5 years on Librarians’ Professional Development for Technological Advancement and Management. It highlights librarians' adaptation to technological demands, emphasizing skills in software, systems, and data analysis. Employing a quantitative research design with a descriptive survey method, the study utilizes 86 librarian respondents to evaluate its profiles, program impact, and effectiveness variations based on library types, membership duration, and roles. Using tools like the Kruskal-Wallis H Test and Weighted Mean, the study provides a comprehensive analysis, emphasizing the importance of ongoing professional development for libraries to remain relevant and responsive in hybrid learning environments. The findings revealed a significant positive impact, with programs effectively equipping librarians with essential skills and fostering a culture of innovation. The analysis of membership demographics highlights a predominance of academic librarians and a mix of experienced and novice members, underscoring the inclusivity and effectiveness of PLAI-ZamPen's initiatives. In conclusion, this study this affirm that the programs initiated by PLAI-ZamPen significantly enhance librarians' professional development, particularly in the realms of technological advancement and management. The positive impact of the programs extend beyond individual skill enhancement; it also bolsters libraries' abilities to adapt to evolving community needs, thereby ensuring continued relevance and excellence in service delivery. It is recommended that continued innovation and expansion of professional development programs, focusing on emerging technological trends and management strategies will be taken into account. Thus, it will enhance librarians' proficiency in digital tools and foster global collaboration, ensuring that libraries remain essential hubs of knowledge and service excellence.

Lecturers’ perceptions of the influence of AI on a blended learning approach in a South African higher education institution

In this study, the researchers explore lecturers’ perspectives on the impact artificial intelligence (AI) has on blended learning within the context of South African higher education. AI is transforming traditional teaching and learning by enabling academic institutions to offer computerised, effective, and objective educational processes. The research was conducted to address the growing need to understand lecturers’ viewpoints on how AI can enhance educational practices and overcome existing challenges in blended learning environments. To investigate this phenomenon, the researchers applied the Substitution, Augmentation, Modification, and Redefinition (SAMR) model as theoretical framework for the study. Their qualitative research undertaking employed a singular case study design focusing on 15 lecturers from the College of Education at a selected academic institution, to arrive at an in-depth understanding of lecturers’ experiences and perceptions of how AI is integrated in blended learning. The researchers examined both the benefits and challenges associated with a blended teaching and learning mode, in the context of AI integration. The data collection process involved semi-structured focus group interviews that allowed for in-depth discussions to be conducted. This was complemented by detailed document analysis to analyse the course materials and teaching methods used by the lecturers. Homogeneous, purposeful sampling was applied to select participating lecturers who shared specific characteristics relevant to the study. Data analysis involved coding through the induction method, which helped to reveal relevant codes that were subsequently categorised. The study also included a comprehensive literature review of recent research findings, which were correlated with the collected data. The findings underscored the critical need for supportive measures, such as management backing, enhanced training opportunities, professional development initiatives, reliable technological infrastructure, improved internet connectivity, and additional time allocation, for the successful implementation of blended learning which integrates AI. This study contributes valuable insights into, and discussions on, the implications of adopting AI in a hybrid learning environment.

The Effect of the Hybrid Learning Environment on the Learning Experience and Engagement of Mature Students in Thailand

Background and Aim: Mature students have unique strengths and weaknesses compared to traditional students, including higher levels of self-directed learning and motivation, paired with more time and resource limitations, making online and hybrid learning very popular. However, the quality of the hybrid learning environment could impact learning outcomes. The research investigates the role of hybrid learning environments in the learning experience and cognitive engagement of Thai mature students using the Web-Based Learning Environment Instrument (WEBLEI) assessment framework for online environments. Materials and Methods: An online survey was conducted among mature students at a Thai university (n = 290). Data was collected using a questionnaire based on the WEBLEI framework. The data analysis used descriptive statistics and Structural Equation Modelling for hypothesis testing. Results: Hybrid learning environment characteristics of access, interaction, response, and results significantly influenced perceived learning. Perceived learning and academic self-efficacy influenced cognitive engagement. Academic self-efficacy fully mediated the relationship between perceived learning and cognitive engagement. Conclusion: The hybrid learning environment and its characteristics have a direct influence on the learning experience of mature students, with interaction having a particularly strong effect. Students respond to interaction, feedback, and critical reflection about their contributions, with course design and structure, convenience, efficiency, and autonomy on participation also playing a role. To influence cognitive engagement, improving the online learning environment to support perceived learning and particularly academic self-efficacy is critical.

Hybrid Information Technology Learning Based on Project Work to Enhance Students' Design Thinking in Creating Digital Innovations

This study explores the effectiveness of a hybrid information technology learning model based on project work in enhancing students' design-thinking skills necessary for creating digital innovations. Traditional teaching methods have shown limitations in fostering essential design-thinking competencies among information technology students, necessitating innovative pedagogical strategies. Utilizing a quasi-experimental design, this research implemented a hybrid learning framework that integrates project-based learning (PjBL) with digital tools to offer a dynamic, student-centered educational environment. Over a two-month period, 80 information technology (IT) students from Mandalika University of Education were selected using purposive sampling and divided into an experimental group, who engaged in the hybrid model, and a control group, which continued with traditional methods. Data were collected using structured questionnaires pre- and post-intervention to assess various design-thinking skills, including creativity, collaboration, and adaptability. The data analysis involved descriptive statistics and analysis of variance (ANOVA) to compare the performance of the two groups. Results indicate significant improvements in the experimental group's design-thinking abilities compared to the control group, emphasizing the hybrid model's potential to effectively bridge the gap between conventional education and the requirements of the digital era. This study contributes to educational research by demonstrating that a well-structured hybrid learning environment can substantially enhance students' abilities to innovate and apply design thinking in real-world digital scenarios, suggesting a need for curricular adjustments that emphasize such integrative approaches in IT education.

Digital Storytelling and Critical Thinking: A Comparative Analysis Across Physical, Virtual, and Hybrid Learning Environments

This research investigates the promotion of critical thinking skills and the dissemination of knowledge through digital storytelling experiences within three distinct learning environments: physical, virtual and hybrid. Using a comparative analysis, the research examines the impact of each modality on critical thinking, focusing on the evaluation of six macro-indicators presented in (Poce, 2017): basic language skills, relevance, importance, argumentation, critical processing and novelty. The study involved students from the universities of Roma TRE, Modena and Reggio Emilia and Tor Vergata through three experiences: in presence tour , a virtual tour made via FrameVR (https://learn.framevr.io/) and an augmented reality application to provide educational content. The results indicate that digital environments significantly improve some aspects of critical thinking, particularly in terms of argumentative quality and creative engagement. The study also observes a marked improvement in knowledge retention, as evidenced by end-of-course evaluations, suggesting that immersive digital storytelling can mitigate the tendency for last-minute hoarding and promote long-lasting educational engagement. This research contributes to the pedagogical discourse on the effectiveness of digital storytelling and object-based learning in promoting critical and reflective thinking processes in students.

AI and the Future of Teaching: Preservice Teachers’ Reflections on the Use of Artificial Intelligence in Open and Distributed Learning

The rapid advancement of artificial intelligence (AI) in education underscores transformative prospects for open and distributed learning, encompassing distance, hybrid, and blended learning environments. This qualitative study, grounded in narrative inquiry, investigates the experiences and perceptions of 141 preservice teachers engaged with AI, mainly through ChatGPT, over a 3-week implementation on Zoom to understand its influence on their evolving professional identities and instructional methodologies. Employing Strauss and Corbin’s methodological approach of open, axial, and selective coding to analyze reflective narratives, the study unveils significant themes that underscore the dual nature of AI in education. Key findings reveal ChatGPT’s role in enhancing educational effectiveness and accessibility while raising ethical concerns regarding academic integrity and balanced usage. Specifically, ChatGPT was found to empower personalized learning and streamline procedures, yet challenges involving information accuracy and data security remained. The study significantly contributes to teacher education discourse by revealing AI’s complex educational impacts, highlighting an urgent need for comprehensive ethical AI literacy in teacher training curricula. However, critical ethical considerations and practical challenges involving academic integrity, information accuracy, and balanced AI use are also brought to light. The research also spotlights the need for responsible AI implementation in open and distributed learning to optimize educational outcomes while addressing potential risks. The study’s insights advocate for future-focused AI literacy frameworks that integrate technological adeptness with ethical considerations, preparing teacher candidates for an intelligent digital educational landscape.

Post-Pandemic Hybrid Learning Trends in Higher Education and its Implications in Students’ Academic Performance

This study used a systematic literature review and a bibliometric analysis to establish publication trends, key researchers, collaborative networks, thematic focus and effective strategies associated with hybrid learning environments in higher education. The study concentrated on the SCOPUS database using terms related to hybrid and online learning, academic performance and COVID-19, covering records within a specific period, using the PRISMA guidelines. The study used the bibliometric analysis through VOSviewer, revealing patterns in collaborative relationships and thematic trends. The study established that academic interest in hybrid, blended, online and virtual learning increased from the year 2020 to the year 2024 rising from nine in 2020 to 57 in 2023. The co-authorship network analysis revealed a collaborative research community, showing the existence of interdisciplinary and inter-institutional partnerships in advancing research and developing comprehensive insights into educational outcomes in hybrid learning environments. Co-citation analysis identifies influential authors and distinct thematic clusters. The co-occurrence map highlighted interconnected themes related to mental health, strategic adoption of distance learning and students’ satisfaction. The study recommends that researchers should prioritize ongoing research within hybrid, blended, online and virtual learning environments to respond to evolving educational landscapes and recommend research-based learning strategies. For effective and innovative knowledge sharing, there is a need for interdisciplinary and inter-institutional research collaboration through joint projects, conferences and publication platforms.

Boosting Grade 2A Islamic Elementary Students' Motivation via Hybrid Learning at Sari Bumi Sidoarjo

This study investigates the impact of hybrid learning on student motivation, focusing on class 2A students across varying levels of academic achievement. Employing a qualitative approach with a phenomenological lens, data was gathered through observation, interviews, documentation, and questionnaires. Validity was ensured through technical triangulation. The findings reveal a significant increase in student motivation following the implementation of hybrid learning. Students demonstrated heightened enthusiasm, attentiveness, earnestness, and active engagement in discussions and internet-based research. These results underscore the potential of hybrid learning to enhance student motivation, thus suggesting its relevance for contemporary educational practices. Highlights : Hybrid learning fosters student motivation: The study showcases how hybrid learning positively impacts students' motivation, resulting in increased enthusiasm and active participation in the learning process. Phenomenological inquiry: Employing a qualitative phenomenological approach, the research delves into the subjective experiences of students, providing rich insights into their perceptions and behaviors within the hybrid learning environment. Implications for educational practice: The findings underscore the potential of hybrid learning as a strategy to enhance student engagement and academic achievement, suggesting its relevance for contemporary educational practices worldwide. Keywords: Hybrid learning, Student motivation, Phenomenological approach, Academic achievement, Qualitative research

Research on the Current Situation of Hybrid Learning for Domestic College Students Based on SPOC Background

With the development of the promotion of information technology, teaching methods are becoming diversified, and traditional teaching methods are being drastically impacted. MOOC plays an important role during this process. However, as its application expands, problems and controversies also arise. In order to make up the deficiencies that MOOC brings to education field, the concept of Small Private Online Course (SPOC) comes up. The advantages and potentials of SPOC are understood through the support of SPOC to the teaching mode, the optimization of personalized learning, the degree of online participation, and diversified presentation. At the same time for SPOC applied to hybrid learning, it can help teachers return to classrooms, focus on efficient teaching. In this work, through the study of the current situation of SPOC in China combined with the case study analysis of hybrid learning, the study hopes to further promote the popularity of SPOC and provide some references to the outlook for its future development underlining hybrid learning environment.

Hybrid learning environments: It’s all about ecology

Technology-enhanced learning has been part of higher education health contexts for nearly three decades, but since the recent Covid-19 pandemic specific challenges emerged, requiring learning design reconfigurations to facilitate continuity of student learning. The pandemic calls for a deeper understanding of how technology can promote connections, active participation and knowledge building in higher education health contexts. Identifying what is currently occurring and considering potential innovations requires a move towards a nuanced understanding of the ecology of complex elements contributing to productive networked learning in these contexts. This multiple-case study doctoral research project includes four undergraduate health courses at a New Zealand university, in the disciplines of nursing, social work, and bioscience. Drawing on the Activity Centred Analysis and Design (ACAD) framework, the research explores the influence of course design elements, such as social arrangements, learning space formats, learning tasks, on learning activity, taking a systematic approach to the analysis. In this paper, we report on initial observations and interviews with students involved in diverse hybrid learning environments, in order to identify how innovative learning designs are supporting students' agency and active engagement.

Students’ experiences with a hybrid learning environment in nursing homes: A qualitative study

AimThe aim of this study is to explore how students experience learning in a hybrid learning environment in a nursing home setting and their perceptions of relationship-centred care. BackgroundNursing homes are undergoing a culture shift from task-centred care to person- and relationship-centred care, requiring a different approach to how nursing home staff work and are educated. Hybrid learning environments aim to educate professionals who continuously work on their professional development by integrating and merging learning and working to facilitate the culture shift. DesignAn exploratory qualitative study design was used. The setting were nursing home wards organised according to a hybrid learning environment located in the Netherlands. Participants were students in two-year training for nurse assistants, three-year training for certified nurse assistants, or four-year training for vocationally trained registered nurses. Data were collected through semi-structured interviews and focus groups. Data were analysed using direct content analysis. ResultsAnalysis revealed three themes regarding how students experienced learning in the hybrid learning environment: 1) design of the learning process, 2) disconnection between working and learning and 3) learning resources. Regarding how learning in the hybrid learning environment influences students’ perceptions of relationship-centred care analyses revealed two themes: 1) recognising the essence of relationship-centred care and 2) overstaffing and student–resident interaction. ConclusionsThe hybrid learning environment in a nursing home setting remains underdeveloped. By considering some improvement points (e.g., clarity of the role of work supervisor and students’ awareness of learning while executing daily tasks), the hybrid learning environment can promote a shift from working task-centred to working relationship-centred. Additionally, students must grasp the essence of the concept of relationship-centred care and need support in developing reflection skills to provide it.

When engineering design meets STEAM education in hybrid learning environment: teachers’ innovation key through design heuristics

ABSTRACT Implementing STEAM education in classrooms can be enhanced by incorporating other methods to bring students flexibility during learning, such as the engineering design process (EDP) and hybrid learning. We developed design heuristics to support teachers in enhancing the quality of STEAM lessons, emphasizing EDP within hybrid learning to assist teachers in developing lesson plans. The design heuristics were implemented in three groups of online professional development programs within educational design research, with a hundred and eighty-three teachers submitting their lesson plans. We scored the lesson plans and conducted the Kruskal Wallis H test procedure. The result showed that teachers who participated in this study were likely to incorporate the key principles of design heuristics in their lesson planning practices. However, we found that there is a necessity for further exploration, especially in the variation of assessment strategies and the exploration of problems or context for STEAM learning. Therefore, the result emphasized the significance of future exploration that defines and formulates problems for STEAM activities and its implications on teachers’ lesson planning. This study harmonizes technological advancement and pedagogical practices within hybrid learning by integrating emerging technologies into lesson planning and evolving a design approach into the STEAM curriculum.

The Impact of the Covid-19 Pandemic Process on Classroom Teacher Candidates' Self-Efficacy Beliefs in the Science Laboratory Applications Course

Face-to-face instruction was discontinued due to the Covid-19 pandemic, and problems emerged with the implementation of the three-semester online and two-semester hybrid educational models, particularly in the courses that required laboratory studies. The science laboratory applications course, which the students of the classroom teaching program are responsible for, was one of the courses in which these difficulties were encountered. Within the scope of this course, pre-service teachers must conduct one-on-one experiments and present them to their peers. In this study, which attempted to determine the impacts of the practices that were not conducted during the pandemic process on the self-efficacy beliefs of teacher candidates for this course, first of all, the "Self-Efficacy Scale for the use of science laboratory" developed by Kızkapan and Saylan-Kırmizigul (2021) was used. The candidates' views regarding the various methods of conducting this course were then taken in writing. The analysis revealed that the candidates who took the course online and, in a hybrid learning environment had lower self-efficacy beliefs than the candidates who took the course face-to-face. Also, it was found that almost all of the pre-service teachers preferred to take the course face to face.

Towards hybrid technical learning: Transforming traditional Laboratories for distance learning

AbstractThe rise in the number of students pursuing scientific and technical fields, along with the constraints of physical infrastructure and the difficulties posed by the COVID‐19 pandemic, has led to a reassessment of conventional laboratory learning. The shift towards virtual or remote laboratories is not only a response to these challenges but also a chance to enhance educational methodologies in science and engineering. This study aims to develop and evaluate a method for transforming traditional laboratories into distance laboratories for science and engineering education. The focus is on optimizing existing laboratory equipment and integrating low‐cost IoT solutions to facilitate distance experiments while adopting a hybrid learning approach. This approach seamlessly integrates theory, simulations, remote experiments, and reflective activities. The study analyzed a diverse group of students from the electrical engineering discipline, evaluating their engagement, motivation, and learning outcomes. The preliminary results suggest an increase in student motivation and engagement, demonstrating improved analytical capacity and a more comprehensive understanding of experimental concepts. The implementation of IoT solutions in traditional laboratories can transform them into hybrid learning environments. This integration of practical and digital methods can address challenges and improve learning experiences. It emphasizes the importance of evolving teaching practices to engage and motivate students in the digital era.

Strategic project management for digital transformations in public sector education systems

This review paper presents a strategic framework for project management in digital transformations within public sector education systems. The framework emphasizes key components such as needs assessment, stakeholder engagement, project planning, change management, resource allocation, risk management, project execution, and outcome evaluation. Practical examples, including implementing a learning management system and digital inclusion initiatives, demonstrate the framework's application in real-world scenarios. The research contributes to the field by providing a comprehensive guide for decision-making and project planning, emphasizing the importance of maximizing impact and efficiency in digital transformation projects. The implications of the research findings for practitioners and policymakers are discussed, highlighting the framework's potential to drive successful digital transformation initiatives. Recommendations for future research include long-term impact assessment, change management strategies, scalability and sustainability, ethical and privacy considerations, hybrid learning environments, and teacher professional development. Keywords: Strategic Framework, Project Management, Digital Transformations.