Hybrid Pedagogy Research Articles

Embodied and hybrid pedagogies: Ecumenical tours as a case in point

Embodied and hybrid pedagogies: Ecumenical tours as a case in point

Hybrid Pedagogies: Assessing the Effectiveness of Blended and Flipped Learning in Digital Learning Environments

This study assesses the effectiveness of hybrid pedagogies, particularly blended and flipped learning, in digital learning environments. Hybrid pedagogy combines traditional face-to-face instruction with online learning, offering a flexible and personalized approach that enhances student engagement, academic performance, and satisfaction. Blended learning integrates digital tools with inclass instruction, catering to diverse learning needs and improving learning outcomes. Finding of the study shows that flipped learning reverses conventional teaching models by delivering content outside the classroom, reserving class time for active, collaborative learning. Moreover, flipped learning fosters critical thinking, deeper knowledge retention, and improved academic achievement. Both blended and flipped learning models are effective in digital environments, offering innovative ways to engage students and improve learning outcomes Both pedagogical models shift educators' roles from content deliverers to facilitators, requiring professional development and new instructional strategies. These approaches also promote 21st-century skills like digital literacy, collaboration, and problem-solving, preparing students for the challenges of an evolving digital world. These hybrid pedagogies provide a flexible, personalized, and interactive learning experience, making them valuable tools in modern education. Conclusion of the study reveals that hybrid pedagogies provide a dynamic, student-centred framework that supports effective learning in digital contexts. Their successful implementation depends on adequate technological infrastructure, educator training, and continuous refinement of teaching strategies. These methods are instrumental in shaping the future of education by enhancing learning flexibility, engagement, and skill development.

Indigenous Pedagogy for Developing Essential Life-Skills of Children in Masaka District, Uganda

Contemporary education practice is widely seen as practices that blend conventional approaches with either new innovations or culturally tested practices. In a situation where being cultural or modern has its own drawbacks, towing the middle position becomes an inevitable choice. The paper presents findings from an exploratory sequential study that examined the influence of Indigenous Pedagogy (IP) on developing children's life skills in Masaka District, Uganda. It was anchored on Lewin's (1922) change theory; likened to Manion and Cohen's (1975) reinvention theory and adopted as a restoration theory. Snow bowling, purposive and stratified random sampling were used to select 44 participants. Twenty (20) key informants including 6 parents, 2 elders, 6 religious, 2 District Education Officers; 2 Ministry officials and 2 local council leaders were interviewed. Twenty-four (24) other respondents participated in three-eight-member Focus Group Discussions (FDGs). The findings portray replicable practices of skilling based on deep-rooted beliefs set on standards that are supported by aspirations in harmony with nature. The study found that methods used by Masaka parents combined theory and practice daily; in lessons that happen where knowledge was situated, mainly through apprenticeship, attachment, heart-to-heart and one-to-one encounters. They also embraced global citizenry based on firm principles of what Africans value. The study concluded that indigenous methods were still useful in grooming children with life skills of productive work, character, positive attitudes, mental acuity and social orientation. It recommends that teacher education institutions require academic programmes blending contemporary with indigenous methods anchored on core African values to prepare pro-cultural-modern teachers. To link the valuable past to the inevitable contemporary ways of knowing, the application of hybrid pedagogy becomes imperative

El docente orientador y su práctica al promover la convivencia

This review paper addresses the need to infuse intercultural learning in the language classroom. The body of literature offers evidence of language approaches and methods that can potentially benefit the foreign/second language classroom by shifting from traditional practice to more active, participatory, and interculturally infused teaching. Teaching a foreign/second language comprehensively requires the inclusion of the intercultural component to equip learners with the ability to interact in increasingly intercultural contexts. Therefore, this paper proposes a model to design language and intercultural tasks in the language classroom. The methodology applied in this paper is based on a qualitative approach by reviewing the literature to gather insights to facilitate an intercultural approach based on a hybrid pedagogy merging Content and Language Integrated Learning (CLIL) and Project-based Learning (PBL), designing a model to implement an intercultural language experience centered on learners. Results suggest that language educators can provide positive learning opportunities for students to develop intercultural competence when planning and mediating intercultural language tasks in the foreign/second language classroom. Language learners can amplify their competencies and language skills in more authentic and meaningful ways when the instruction is infused with intercultural elements. The design described can serve as an intercultural language model to teach and develop intercultural communicative competence intended to improve communication across cultures.

Implementation of a Childcare-Based Obesity Prevention Program for Vulnerable Families During the COVID-19 Pandemic: Lessons for School Nurses.

COVID-19 brought significant changes to the role of school nurses, necessitating the development of remote health education programs. However, there is a lack of evidence and pedagogical lessons for digitally transforming education for socially vulnerable children. This qualitative study analyzes the health educational needs and barriers faced by children and service providers in a childcare-based obesity prevention program during the pandemic in South Korea. Through a thematic content analysis, four core themes emerged: (a) heightened concerns about obesity and the pandemic's impact on facilities, (b) unexpected positive outcomes of the program, (c) digital readiness gaps, and (d) insufficient program satisfaction (better than nothing). When designing a digital-based health education program for vulnerable children, assessing individual readiness and facility suitability is crucial. Additionally, school nurses should incorporate hybrid pedagogy, integrating technology-mediated activities. By leveraging technology effectively and considering individual and environmental factors, educators can provide comprehensive and accessible health education.

Diseño de una intervención pedagógica hibrida en la promoción de un aprendizaje lingüístico e intercultural

This review paper addresses the need to infuse intercultural learning in the language classroom. The body of literature offers evidence of language approaches and methods that can potentially benefit the foreign/second language classroom by shifting from traditional practice to more active, participatory, and interculturally infused teaching. Teaching a foreign/second language comprehensively requires the inclusion of the intercultural component to equip learners with the ability to interact in increasingly intercultural contexts. Therefore, this paper proposes a model to design language and intercultural tasks in the language classroom. The methodology applied in this paper is based on a qualitative approach by reviewing the literature to gather insights to facilitate an intercultural approach based on a hybrid pedagogy merging Content and Language Integrated Learning (CLIL) and Project-based Learning (PBL), designing a model to implement an intercultural language experience centered on learners. Results suggest that language educators can provide positive learning opportunities for students to develop intercultural competence when planning and mediating intercultural language tasks in the foreign/second language classroom. Language learners can amplify their competencies and language skills in more authentic and meaningful ways when the instruction is infused with intercultural elements. The design described can serve as an intercultural language model to teach and develop intercultural communicative competence intended to improve communication across cultures.

KSD model for plagiarism protection in hybrid pedagogy: The view of private college students

Relevance. Hybrid pedagogy has become the new norm of higher education due to the COVID-19 pandemic. However, there is still a problem of detecting plagiarism in hybrid pedagogy and the lack of methods to combat it, which makes it necessary to investigate this issue in more detail.Purpose. The purpose of the study is to reveal the views of students of Chinese private colleges on the knowledge, causes and methods of solving the problem of plagiarism and provide an effective model of protection against plagiarism.Methodology. To achieve this goal, the methods of analysis and synthesis, comparison, and generalization, as well as the questionnaire and interview methods were used.Results. The study found that hybrid pedagogy can contribute to plagiarism due to the lack of control over students and free access to Internet resources. A survey was conducted among students of Chinese private and public colleges, which showed greater awareness of plagiarism among students of public colleges. The results of a survey and interview of respondents were compared and determined that students of Chinese private colleges are more likely to violate academic integrity than students of public colleges. The results of the study show that private colleges have neither method of punishing plagiarism in student papers nor methods of combating it. To provide an effective model of protection against plagiarism, methods of monitoring academic integrity in higher education institutions in Asia, Europe, Africa, and the USA were compared.Conclusions. The study proposed and described the Knowledge-Support-Defence (KSD) model as a method of combating plagiarism in Chinese colleges. The results of the study can be used by the management of higher educational institutions to develop academic integrity among students and researchers, as well as by teachers to fairly evaluate student work.

Globalne przemiany jako promotorzy nowych kreacji: narodziny tożsamości latynoamerykańskiej w pedagogice misyjnej

This article presents the results of a historical-pedagogical investigation, which objective was to establish the main features of hybrid pedagogy and missionary-educational system developed in the Spanish colonies in the Americas in the 16th and 17th centuries, as well as to ascertain how they contributed to cultural hybridization and the construction of Latin American identity in tremulous conditions of meeting of two very different, even opposite ones, worlds and cultures. The authors found that despite the very complicated situation in which the first evangelizing missionaries found themselves, taking into account, among other things, their total ignorance of the local languages and cultures, they were able to devise innovative didactics using improvised means and all their ingenuity to be able to fulfill their duty: “to save the souls of sinners” by converting them to the Christian faith. Thus, they created the missionary-educational system, which the aspects of pre-Hispanic education with the elements of the European conventual schools joined in itself. This educational model contributed to cultural hybridization and the construction of Latin American identity from the first years of the conquest

The Integrating Formative Assessment in Hybrid Pedagogy in Higher Education: From Theory to Practice

Educational policies on teaching, learning, and assessment have been reexamined and redefined under the influence of emerging theories and research findings, as well as various political, cultural, and social changes, particularly intensified after the Covid-19 pandemic outbreak. Newly created online and hybrid teaching and learning environments spurred policymakers and educators to adapt the existing educational practices to these educational contexts and improve the quality of teaching they provide. This paper focuses on the importance of creating a meaningful assessment framework in higher education thateffectively responds to the demands of hybrid pedagogy. It aims at providing an instructional assessment framework that supports not only assessment of learning but also assessment as/for learning, reporting on the case study researching the correlation between utilizing formative assessment practices and learning outcomes. The case study involves three groups of students who attended the English Syntax course - one experimental and two control groups. The research is based on the analysis of the results obtained from two midterm tests done by all students, and from ten continuous assessment tasks done by the experimental group. Descriptive and inferential statistics were used for the analysis of the results, and the paired sample t-test results show that there is a significantly higher difference between the scores obtained on midterm test 1 and midterm test 2 by the Experimental group than by the control groups, which leads to the conclusion that there is a positive correlation between learning outcomes and the integration of formative assessment in teaching and learning processes.

Hybrid Pedagogies: Nurturing teaching presence in multi-modal learning spaces

The COVID-19 pandemic significantly impacted teaching and learning practices, particularly those in Higher Education. Students and Educators are reflecting on their practices and experiences over the past 18 months and the demand for new modes of teaching and learning have emerged. One such mode is Hybrid-Flexible or HyFlex. Utilising a HyFlex model, teachers teach students at the same time face-to-face (f2f) and synchronously online through video-conferencing software while enabling other students to engage in asynchronous learning (Beatty, 2019). Each class and learning activity is offered in-person, synchronously, and asynchronously. An underlying principle of HyFlex is to ensure a cohesive, connected student experience and to ensure that no student is academically disadvantaged. While a HyFlex design enables students to choose whether to attend classes f2f or online, synchronously or asynchronously, it requires faculty to reconceptualize the learning experience and rethink student engagement. Designing, developing and facilitating multiple modes of participation in HyFlex is a challenging endeavour which calls for specialized pedagogical knowledge, competencies and skills (Ulferts, 2021). There is a need to prepare educators for the diverse set of multifaceted roles HyFlex presents, however, there is a dearth of literature which explores the pedagogies that integrate physical and virtual learning spaces in the HyFlex learning environment. This paper firstly defines HyFlex and examines its strengths and shortcomings with a particular focus on pedagogy. Universal design principles and instructional strategies are then outlined and the notion of presence in the HyFlex teaching and learning environment is considered. In particular, it considers the role of teaching presence and how it might be redefined in a Hyflex environment to ensure cohesive, coordinated quality provision.

The Cloud-powered Hybrid Learning Process to Enhance Digital Natives’ Analytical Reading Skills

Analytical reading is a necessary cognitive skill for advancing to other skills required in the digital age. Thailand is focused on the instructional development and use of digital media to enhance the digital natives' analytical reading skills, which will assist learners of all ages in effectively and quickly adapting to changes in the digital environment. After the COVID-19 pandemic situation, educational institutions in Thailand have begun to embrace a hybrid learning approach like never before. The limitations of the existing learning process for boosting digital natives’ analytical reading skills are the lack of integration between reading techniques, hybrid pedagogies, and emerging learning technologies to enhance learners' seamless learning experiences. Thus, this study aims to propose the Cloud-powered Hybrid Learning process (Cp-HL process) to enhance digital natives’ analytical reading skills. This study consisted of two main stages in the research methodology: 1) learning p ocess development; and 2) learning process evaluation. The developed Cp-HL process had four main learning phases: (1) preparation for hybrid learning; (2) presentation for interactive learning; (3) practice with analytical reading; and (4) progress reports on analytical reading skills. All the experts agreed that the newly developed Cp-HL process performed extremely well in terms of overall suitability.

Co-Archiving a Ballet Repertory Course during the COVID-19 Pandemic

ABSTRACT Archiving is a process of organizing and creating content for sustainable, long-term access. However, the “archivists” actively shape the content in the realm of the performing arts, which often involves adding a new layer of knowledge to the original artform. This article explores the archiving of a ballet repertory course conducted in a higher education institution in Hong Kong during the pandemic, including the archival product and the collaborative process between a multidisciplinary team of people from dance, education, and library science. While teaching repertory online has its challenges, being “online” also offered unique learning experiences. Aiming to illustrate the topics related to hybrid pedagogy and individual creativity in use during the pandemic, the team conducted interviews with some participants for the purpose of creating a series of short educational films. These materials were collected and stored in the institution’s digital repository as the first archive for a specific course.

Fostering student engagement in virtual entrepreneurship education environments

To address calls to understand how the COVID-19 pandemic impacted entrepreneurship education, this paper reflects on four different teaching modalities used in a virtual learning environment. The aim is to provide further insights into the different means by which students engage and interact in online classes. Findings indicate that while competence-based modalities seemed to stimulate class interaction more than supply-based modalities, over half of the class remained ‘passive’ or ‘detached’ from the virtual learning environment. Students were found to have either belonging, competence, or autonomy motives driving their engagement in different teaching modalities. The paper concludes by proposing hybrid-based approaches to class delivery can meet the varying student engagement motives in virtual entrepreneurship education environments.

The Efficacy of Online Higher Education in Latin America: A Systematic Literature Review

The objective of this systematic review and meta-analysis is to summarize the Spanish and English language literature that compares the academic performance of Latin American university students in online and face-to-face courses. Research questions focus on trends, mean differences, and the significance of the findings. It includes peer-reviewed articles published between 2005-2020, found in EBSCO/ SciELO/ HAPI/ WOS/ Scopus databases, that offer an experimental or quasi-experimental research design to analyze efficacy; articles with case studies outside Spanish-speaking Latin America, focusing on K-12/post-graduate education, and/or solely including satisfaction/ qualitative measures were excluded. The final 35 articles analyze courses mostly based on a hybrid pedagogy used for a treatment section. After removal of value-added observations, results on 30 outcomes were synthesized in descriptive tables, forest and funnel plots. In most cases, online components do no harm to students of a given course; outcomes increase significantly in 57% of the cases, using a sample of over 10,000 student observations. Intermediate effect sizes from the online innovations are over 0.60 (intervals [−0.13-1.470]) and largest when student achievement is the outcome. Publication limitations include limited student background information, unclear sorting across sections, and small sample sizes which suggest caution in the interpretation of results.

Perspectives of Hybrid Performing Arts Education in the Post-Pandemic Era: An Empirical Study in Hong Kong

While the COVID-19 pandemic has been raging across the continents, performing arts educators have unlearned and adjusted their pedagogies in course delivery to surmount the challenges caused by the COVID-19 pandemic. Subject to the COVID-19 pandemic situation easing in Hong Kong and around the world, the whole education sector seems to be bouncing back to normal gradually. Meanwhile, there are effective lessons and insights to be learned from the hybrid pedagogy during the pandemic, which could further benefit the new normal period (post-pandemic) of performing arts education. To examine the current practice of digital learning among students and faculty (attitudes towards hybrid, online, and face-to-face learning and preferences about learning mode for professional development/training workshops), this empirical study looks at 408 students and 17 faculty members at a leading performing arts institute in Hong Kong. This study locates the key issues for performing arts educators regarding online/hybrid teaching and learning. It presents lessons and insights for quality insurance and improvement. Findings can inform the future development of digital teaching and learning for the performing arts as well as for other practice-based subjects.

Challenges and Opportunities of Online and Hybrid Pedagogies in Education of Footwear Technology in India

Abstract: This research aims to study the challenges and opportunities of online footwear technology education. It focuses on the major problems faced by students while attending online classes, who are doing Footwear Design and Production courses from various footwear and fashion institutions across India. This research will also identify the best online pedagogies in footwear technology by which students can get the best understanding during their classes. It is also targeted at how students can take more interest in online classes. Before COVID-19, educational institutions of footwear technology in India were teaching through offline mode. Once the pandemic started, it challenged the education system across the world and forced educators to shift to an online mode of teaching overnight. E-learning through online classes was familiar to everyone, thus it was reimplemented with the new format. Online education has proven to be a boon for everyone who is associated with the field of education in the COVID-19 pandemic time. However, it reflects the further scope of improvement. To examine this, two separate environments were created for the same group of students. Innovative methods of online teaching were introduced. The grasping capacity of both groups was analyzed and compared. Students were approached online through the questionnaire. Various educationalists, professors, and footwear veterans have been consulted for the research. Keywords: COVID, Online Education, Innovation, Footwear Technology, E-learning

Hybrid pedagogy and learning design influences in a higher education context

After pivoting to a completely new mode of teaching and learning for much of the higher education sector, a focus on the learning design influences and networked communities sought to address a gap in current literature. The research attempted to delve into the scope of hybrid learning design in response to the changing educational landscape, forced by the Covid-19 pandemic. Thirty-eight participants from across the higher education sector participated in a qualitative survey and institutional context was derived from internal system analytics and engagement data to inform usage of specific systems and tools. Overall, hybrid learning design was limited in its prevalence across the participants learning design, with online and blended playing a key role. Furthermore, the research focuses on identification of key factors influencing learning design and possibly the neglect of a hybrid model required to meet the expectations and needs of the current scenario higher education finds itself. Possible limitations of this research and future associated research are addressed in relation to the results and analysis, with recommendations of how to improve.Keywords: hybrid learning; learning design; community of practice; digital capabilities; online pivot; online learningPart of the Special Issue Technology and educational ‘pivoting’ in the wake of the Covid-19 pandemic <https://doi.org/10.21428/8c225f6e.0a9292af>

Measuring the Effectiveness of a Hybrid Pedagogy in a Large-Scale Community College Soft Skills Intervention

ABSTRACT In 2013, an urban college developed a mandatory soft skills course. Unique among postsecondary institutions, the course has been running since fall 2015. Research has now been conducted into the effectiveness of the course. A mixed-methods research study collected primary data and a literature review of the pertinent secondary data. Data sets include a comparison of co-op employer ratings of students in a semester before the course was mandated and a semester after the course was mandated; a survey of co-op employers to rate their co-op student’s soft skills achievement; and a pre-post/post-pre survey of current students asking them to rate the importance of soft skills, their knowledge and demonstration of soft skills, and their intention to use soft skills. All data strongly support the claim that the course has been a positive soft skills intervention. Hypotheses are shown to be valid: current students see the course as an effective way of improving their understanding of soft skills, their ability to deploy soft skills, and their intention to deploy soft skills in future; and, co-op employers see it as a positive intervention by reporting more effective demonstration of soft skills among co-op students who have taken the course than among co-op students from other institutions who have not taken the course. We conclude that offering a course that follows our pedagogy is the most effective way to increase postsecondary student soft skills capabilities and ensure employers continue to be satisfied with graduate soft skills.

Filling the Void

This reflective piece records my experience of switching to online seminars during the pandemic with small groups of first year English literature undergraduates. I reflect on issues I experienced promoting student interaction in small group seminars and how professional development opportunities available through the Warwick Academic Development Centre helped with my use of technology and improving the level of engagement. I hope that it contains some ideas which may be useful starting points for PGRs looking to develop flipped or blended learning environments in the future. Perhaps it will also shed light on the way the current cohort of students reacted to online learning which may help in supporting them when returning to more traditional, or, more likely, hybrid pedagogies.

University students’ perceptions on e-Learning: Cross-study in Portugal and Italy

The COVID-19 pandemic imposed dramatic changes on educational practices worldwide. This study aims to evaluate the distance learning experience of students during the COVID-19 pandemic by comparing results obtained in two countries: Italy and Portugal. A cross-sectional survey was used to analyse a survey questionnaire focused on two domains: digital skills and motivation to engage in distance learning. The results from Italian and Portuguese students indicated that majority showed a positive attitude towards online learning and the digital hybrid pedagogy. The recent e-learning experience created complex challenges and a variety of opportunities at the same time. Students and university staffs’ need for training was highly associated with motivation, engagement and connection with colleagues rather than with the infrastructures offered or the development of computer literacy.&#x0D; Keywords: COVID-19; digital skills; students' perceptions; students’ motivation.