Hybrid Teaching Method Research Articles

Enhancing speaking agility: unveiling Indonesian lecturers’ hybrid teaching experiences in oral communication skills

Abstract In the rapidly evolving educational landscape, this study investigates the effectiveness of hybrid teaching methods in enhancing oral communication skills in Indonesian higher education, marking a critical exploration at the intersection of digital and traditional pedagogies. Anchored in a qualitative research methodology, it seeks to unpack the complex experiences of Indonesian lecturers using hybrid teaching methods to enhance university students’ oral communication skills. Data were meticulously gathered through a Google Forms survey consisting of 12 open-ended questions. The survey, conducted from March to August 2023, targeted lecturers from diverse geographical regions of Indonesia, ensuring a wide range of teaching experiences. Results reveal that lecturers are motivated by the need to adapt to pandemic restrictions, expand educational accessibility, and integrate technology into teaching. They employ a variety of hybrid teaching methods, including live online lectures, in-person workshops, flipped classrooms, and project-based learning. These strategies are supported by various technological tools such as Zoom, Google Classroom, Slack, Padlet, and Mentimeter. Despite the benefits, lecturers face challenges such as varying levels of technological access and proficiency among students, maintaining engagement, and managing increased workloads. The study highlights the importance of culturally responsive teaching practices, integrating culturally relevant materials, and using interactive digital tools to enhance oral communication skills. Continuous professional development and institutional support are essential for the success of hybrid teaching methods. This research offers valuable insights and recommendations for optimizing oral communication skills in hybrid learning, with lessons adaptable to multicultural and multilingual contexts worldwide.

The Application of Blended Online and Offline Teaching Methods in College English Public Courses

In the multimedia age, college English is gradually adopting a hybrid teaching method between online and offline. The hybrid teaching method has the advantages of face-to-face teaching and network teaching. Internet technology provides technical support for the combination of traditional classroom and virtual learning environments, provides personalized learning experiences for students, improves the teaching quality of teachers and optimizes the learning effect of students [1]. The online-to-offline hybrid teaching method ADAPTS to the development trend of education and conforms to the basic national conditions of China. Because of this, this paper will analyze the challenges, value and significance of blended teaching method in college English public courses, and on this basis, focus on analyzing the innovative path of adopting blended teaching method in college English public courses to provide some inspiration and suggestions for college teachers to carry out blended English teaching.

Hybrid teaching after COVID-19: advantages, challenges and optimization strategies

BackgroundIn the post-pandemic era of higher education, hybrid teaching has emerged as a prevalent approach and is anticipated to persist as a defining trend in the future teaching reforms worldwide. However, despite its widespread adoption, certain limitations have become apparent. The objective of this study is to identify the genuine factors that impact students’ performance, explore strategies that teachers can employ to enhance their teaching effectiveness and enhance students’ academic self-efficacy.MethodsThe study was performed among undergraduate medical students enrolled in Physiology course at Harbin Medical University in 2020 and 2022. Since 2020, influenced by the COVID-19 pandemic, a hybrid teaching method based on an established offline teaching model called BOPPPS was implemented. A questionnaire was performed in both 2020 and 2022 to evaluate students’ satisfaction and efficiency of our hybrid teaching. A comparison was also carried out on the final examination scores of students majoring in Pharmacy and Clinical Pharmacy across the years 2020 to 2022.ResultsThe final examination scores of students in 2022 were significantly lower than those in 2020 and 2021 both in Pharmacy and Clinical Pharmacy majors. There was also a decrease of the score in students of Clinical Pharmacy in 2021 compared to 2020. The questionnaire indicated that over half (52.0%) of the students in 2022 preferred offline teaching method, in contrast to 39.1% in 2020. There were obvious changes in students from 2020 to 2022 about the disadvantages of hybrid teaching, the improvement of students’ learning ability and the duration of students’ autonomous learning. Through cross statistical analysis, online learning styles, learning ability improvement and students’ learning burden have been identified as the primary factors influencing their preference for future teaching method.ConclusionsHybrid teaching is still a necessary trend in the future teaching reform base on its multiple advantages. However, in order to improve the teaching outcomes and foster students’ participation and learning initiatives, it is imperative to undertake additional reforms in the future teaching process.

Application of a Combination of Two Teaching Methods in Pediatric Teaching

Pediatrics is one of the clinical professional courses that is highly practical. The traditional single teaching method is inconducive to stimulating students’ interest in learning, resulting in a poor classroom teaching effect. To change the traditional single teaching model and promote and improve the development of pediatric teaching, according to the level of pediatric teaching, colleges can consider combining two teaching methods to carry out pediatric teaching. The main research in this paper is the combination of PBL (problem-based learning) teaching and CBS (case-based study) teaching. An overview of the two teaching methods is first given, and then the application significance of the combination of the two teaching methods is analyzed. Lastly, it explores the specific implementation of hybrid teaching methods in pediatric teaching.

Application of Hybrid Teaching Method Based on Cloud Classroom in the Teaching of General Surgery in Higher Vocational Colleges

With the arrival of the Internet plus era, profound changes have taken place in the field of medical education and teaching. Under the strong support of the powerful cloud classroom platform, the hybrid teaching mode, which combines online+offl ine , is popular. Through the organic combination of online and offl ine teaching methods, hybrid teaching presents its own advantages and plays an important role in improving teaching quality and teaching eff ect. Integrating information technology into the construction of medical education courses and promoting education informatization has become a new topic for the reform of teaching methods in medical schools in the Internet plus era. In the teaching of General Surgery in higher vocational colleges, the hybrid teaching based on cloud classroom has been widely implemented and achieved good teaching results. Its application experience can provide many references for the reform of teaching methods in medical colleges.

Teaching experiences of digital education during the pandemic – multicentre study

Abstract Aim. The COVID-19 pandemic forced many teachers to switch from traditional face-to-face teaching to the use of various digital platforms in a short period of time. The research aimed to find out about teachers’ experiences of digital education at nursing faculties in four countries (Croatia, Serbia, Slovenia, Sweden) which participated in the Erasmus+ Digital Education in Nursing project. Material and methods. Qualitative research with semi-structured group interviews was used. A total of 28 nursing teachers participated. The interviews were transcribed verbatim and analysed inductively, using qualitative content analysis. The interviews were analysed in accordance with the study aim by searching for codes which were grouped into subcategories and then into categories based on the similarity of the content. Results. Three important themes emerged from the analysis of the interviews: “conflicting feelings of teachers when switching to digital teaching”, “lack of digital competences”, “challenges for digital teaching in the future”. Conclusions. Rapidly developing digital technology provides new possibilities and support for both teaching and learning. The research identified the need for further development of the digital competences of teachers, who recommended that a hybrid teaching method is the best for the education of nurses, since certain skills cannot be acquired by students solely in a digital way.

Whole task simulation in surgical training: A hybrid method of teaching undergraduate medical students

Background: The current Competency-Based Medical Education (CBME) curriculum practiced in India accentuates that medical graduates must demonstrate competency in safely diagnosing, investigating, and managing clinical presentations across both community and secondary care settings. Therefore, there is a need for more hybrid teaching methods that simulate real situations. This approach will help newly qualified doctors gain confidence and prepare them for the future. We used the whole task simulation method to teach them one of the most common surgical problems i.e., breast cancer along with communication skills, professionalism, Interprofessional teamwork, asepsis, and safe surgery practices. Methods: The study enrolled 20 final-year MBBS students through purposeful sampling. Following classroom-based teaching on a Breast case, a simulated scenario was given, based on SECO (The Safe and Effective Clinical Outcome) design, and was modified with the addition of a simulated operating room setup. History taking, examination, ordering investigations and interpreting them, pre-operative counseling and consent and operation theatre scenario was done using standardized patient and mannequins. Pre- and post-simulation survey was conducted. Quantitative data were collected through Google Forms to assess their conceptual knowledge and qualitative data by Focused group discussions. Results: Students preferred a shift to this hybrid method of learning in a simulated environment over classical classroom-based teaching. They all felt that getting involved in a real-life situation helps in understanding surgical management better. They also understood the concept of teamwork and effective communication. "I feel it’s the best way to learn clinical medicine. No amount of literature could ever replace the knowledge we get from being in the scenario", was one of the responses given by the participants. Conclusion: Integration of surgical simulated clinics along with the operation room (OR) set up into the undergraduate curriculum could facilitate the acquisition of clinical skills actively and interactively. Such a hybrid method of teaching is an effective tool for teaching communication skills, professionalism, interprofessional teamwork along clinical skills.

Fundamentals of e-learning in mathematics teaching: future perspectives

Technology in education has changed math instruction, with e-learning being one of the biggest changes. This article examines the origins of e-learning in mathematics education and its future applications. In recent years, e-learning has become a key part of modern mathematics education, helping pupils study, focus, and become proficient. Recently, e-learning has become vital to mathematical education. By giving students interactive mathematical material, educators may make the classroom more engaging. This enables educators to accommodate different learning styles and make the classroom more entertaining for everyone. Thus, employing a range of e-learning tools in mathematics classes may boost student learning. Future math education in regular classrooms is likely to utilize more e-learning. Artificial intelligence, virtual reality, and student analytics may improve math instruction and personalize it. Hybrid and online learning methods like remote education may also make mathematics education more accessible. Math education has changed significantly due to e-learning technologies and technological advances. These improvements caused these modifications. E-learning's importance as a way to make mathematics instruction more productive and enjoyable has expanded in recent years. Artificial intelligence, virtual reality, and student analytics will likely play a larger role in spreading mathematical knowledge in the near future. Thus, pupils' mathematical skills will increase and their teaching will be more personalized. Due to online and hybrid teaching methods, more individuals can learn arithmetic. Future mathematics instruction will be more effective and efficient owing to modern technology.

The Effects of Emergency Clinical Practicum at School During the Covid-19 Pandemic

Background: Clinical practicum at emergency department has been suspended during the coronavirus pandemic. Development of innovative clinical education pedagogies is crucial for improving the emergency care knowledge for nursing students, especially those who did not have chance for clinical placement in accident and emergency department. Objective: This quasi-experimental study was to determine whether a hybrid use of flipped classroom and high-fidelity simulations could enhance the knowledge, attitudes, motivation and satisfaction of undergraduate nursing students toward the emergency clinical learning in this critical period. Methods: Three hundred and twenty-two year 4 and 5 undergraduate nursing students were provided with 160 hours of online flipped lectures and high-fidelity simulations. Emergency nursing knowledge of nursing students was tested via multiple choice questions pre- and post-programme. The attitude, motivation and satisfaction with the programme were also measured after the programme was finished. Results: The mean post-test knowledge scores were statistically significantly higher than the pre-test in basic life support nursing, advanced care life support nursing, trauma and disaster nursing, triage nursing and medical and surgical emergency nursing. Additionally, the scores indicated that the students generally had a positive attitude, motivation and satisfaction towards the hybrid teaching methods. Conclusions: The findings of this study support the implementation of the hybrid teaching methods for clinical learning, as it motivates students and develops their confidence over a short clinical learning period. Further development of innovative clinical education pedagogies is crucial to maintain students’ clinical competences when clinical practicum is not allowed beyond the pandemic

Transition to hybrid teaching of mathematics: challenges and coping strategies of Swedish teachers

Sweden was one of the few countries that did not close down their schools during the Covid-19 pandemic. Different hybrid teaching methods were adopted, some of which are here to stay. This qualitative study explores the challenges that Swedish mathematics teachers had transitioning from face-to-face to hybrid teaching and the coping strategies that they adopted to reduce the effect of these challenges on their practices, well-being and students’ learning experiences. The results from the study were gathered from some 51 primary and secondary mathematics teachers in Stockholm using a semi-structured questionnaire. The data were analysed with cognisance of Lazarus and Folkman’s coping theory and Simonson’s equivalence theory. The results revealed that hybrid teaching had some negative impact on teaching quality, student achievement, student health, teacher workload, and teacher-student dialogue, which underpins the Swedish school curriculum. This lack of dialogue and high-quality interaction undermines the equivalency theory principle, which suggests that the format of instruction should not influence the quality of students’ learning experiences. Also, the results revealed that majority of the teachers ascribed positively to problem-based coping strategies as compared to the emotion-based coping strategy as they worked hard to provide students with good learning opportunities.

Research on Online and Offline Hybrid Teaching of Introduction to Artificial Intelligence

In view of the current teaching situation and challenges faced by the Introduction to Artificial Intelligence course, this paper analyzes the core teaching objectives of the course, and explores the online and offline hybrid teaching methods of it. This paper analyzes the advantages of online and offline hybrid teaching, and probes into the development mode of online and offline hybrid teaching of Introduction to Artificial Intelligence from the aspects of teaching content, teaching mode, teaching effect, examination method, etc.

The Incidence and Severity of Myopia in the Population of Medical Students and Its Dependence on Various Demographic Factors and Vision Hygiene Habits

(1) Background: Myopia is one of the leading causes of visual impairment. Visual work and usage of electronic devices are known risk factors of myopia. Many education systems were forced to apply online and hybrid teaching methods, to reduce the number of new cases of COVID-19. Medical students are a population well-known for intense visual work in the form of learning; (2) Methods: Visual acuity and refractive error were measured in the population of medical students. Participants also filled out the survey that included their population characteristic and their habits related to the hygiene of vision; (3) Results: We found a correlation between the age of the first diagnosis of myopia and current values of refractive error. The majority of participants believe that the COVID-19 pandemic had an impact on the health of their vision. Among methods of studying, usage of the computer screen was less preferred by myopic students; (4) Conclusions: In the population of medical school students in Eastern Poland, visual acuity was lower than 1.0 in 232 (52.97%) in the right eye and 234 (53.42%) in the left eye. Early recognition of refractive error has influenced its current values. Among methods of studying, usage of the computer screen was less preferred by myopic students. More population-based studies should focus on the impact of the COVID-19 pandemic on the health of vision.

Application effect evaluation of hybrid biochemistry teaching model based on WeChat platform under the trend of COVID-19.

With WeChat platform as the carrier, we explored the effect of online and offline mixed teaching mode applied to Biochemistry teaching. One hundred and eighty-three students from the 4-year nursing major of Xinglin College of Nantong University in 2018 and 2019 were used as the observation group, using online and offline hybrid teaching methods, and 221 students majoring in 4-year nursing from Xinglin College of Nantong University in 2016 and 2017 were the control group, where the traditional classroom teaching method was adopted. The usual stage scores and final scores of the observation group were significantly higher than those of the control group (P < .01). The micro-lecture videos, animations, and periodic assessment methods of the WeChat platform under "Internet+" can greatly stimulate students' interest in learning, thereby significantly improving academic performance and autonomous learning ability.

Student-centered case-based teaching and online–offline case discussion in postgraduate courses of computer science

This study explores a student-centered teaching method in postgraduate courses. Teacher-centered classroom teaching cannot fully stimulate learning initiative and enthusiasm of students. Student-centered means that students actively learn and construct knowledge by participating in teaching activities. This study presents a student-centered online–offline hybrid teaching method, which adopts student-centered case-based teaching and online–offline case discussion in the postgraduate courses of computer science. The latest engineering cases are integrated into teaching and a case library is constructed. Taking the digital image processing course as an example, student-centered teaching allows students to choose what to learn and how to learn. Case-based teaching makes students better understand the application of theory of knowledge. It can introduce multiple perspectives, promote understanding and reflection on problems, and help students develop higher-level thinking, analysis, and synthesis skills. This study explores online–offline case discussion method in the student-centered teaching and proposes the principles of case design of postgraduate courses. Revised Bloom’s taxonomy is used for teaching assessment. The actual teaching effect shows that student-centered case-based teaching and online–offline case discussion have achieved better teaching effect.

Ensino médico on-line durante a pandemia em diferentes países

Abstract: Introduction: At the end of 2019, one of the great challenges of the 21st century emerged, affecting the whole world. The long period in isolation made people adapt to the way they work and study, and this same measure was taken in the medical course, bringing new methodologies and learning. Objective: To analyze, through an Integrative Review, data on how the process of adapting online medical education was carried out during the pandemic. Methods: This is an Integrative Literature Review and data search was conducted in the PubMed, Virtual Health Library (BVS), Coordination for the Improvement of Higher Education Personnel (CAPES), Scientific Electronic Library Online (SCIELO) and Latin American and Caribbean Literature on Health Sciences (LILACS) databases. The search began in July 2021. Results: Initially, with the application of the inclusion criteria, a total of 841 articles were obtained from the selected databases. After excluding duplicate articles, this number was reduced to 242 articles. After applying the exclusion criteria, 22 articles were selected for the study. Conclusion: It is known that Medicine is mostly a practical course, the physical contact of students with patients is essential to develop essential skills for a quality physician, both in medical semiology techniques and in the skills necessary to establish the doctor-patient relationship. However, the need for a way of learning arose with the pandemic and teaching could not stop. In view of the points raised in the literature research, the common sense would be the application of a hybrid teaching method - online and face-to-face - (aimed at optimizing time and breaking geographic barriers, without neglecting the importance of clinical practice), exceptionally online (when there are extraordinary situations, such as the COVID-19 pandemic) or only in person (in regions where the application of e-learning is not feasible).

Research on the Hybrid Teaching Method of Software College under the Background of "New Engineering"

Research on the Hybrid Teaching Method of Software College under the Background of "New Engineering"

Exploration of Multi-mode Mixed Teaching of Mechanical and Electronic Courses

Aiming at the difficulty of electronic courses and the weak electronic foundation of mechanical students. In order to change the current teaching situation, improve students' interest in learning, and improve the teaching effect. On the basis of years of accumulated teaching, and referring to the current development of relevant theories and implementation methods. A hybrid teaching method using online teaching + offline classroom + simulation exercise + practical design + course cases and other modes is proposed. Make full use of online and offline excellent teaching resources, and supplement the recording of course design practice video. For each course, a curriculum theory teaching website and a design practice website were set up to help students preview before class and practice after class. 20-40 cases are designed for each course to help students apply simulation software for circuit design and programming exercises. At the same time, real experiments are used to help students understand the real circuit design. Through the case teaching and course design practice and other means, multiple links, strengthen the students' understanding ability and practical ability. The teaching practice in the past three years has proved that this method can stimulate students' enthusiasm for learning and improve the teaching effect. It lays the foundation for training new mechanical and electrical innovative talents.

Application of problem-based learning combined with a virtual simulation training platform in clinical biochemistry teaching during the COVID-19 pandemic.

The coronavirus disease 2019 (COVID-19) pandemic has had a great impact on the traditional teaching mode (Lecture-based Learning, LBL) and laboratory teaching. To address this challenge, the researchers conducted online Problem-based learning (PBL) teaching and virtual simulation laboratory teaching through DingTalk, and evaluated the effectiveness of this method in teaching clinical biochemistry. With the method of cluster sampling, the researchers randomly selected 60 students from two classes of the Class 2019 as the experimental group for this prospective experimental study. The theory class was taught online PBL through DingTalk, and experimental lectures were given by virtual simulation. After the experimental teaching, students were assessed for theory and operation. Self-administered questionnaires were administered through DingTalk. 65 students from our 2018 medical laboratory class were randomly selected as the control group, and offline LBL and traditional experimental teaching methods were used. Examination results were obtained through teaching portfolios. The experimental group had significantly better examination scores in theoretical knowledge and experimental operational skills than the control group (87.45 ± 5.91 vs. 83.52 ± 9.94, P = 0.0095; 87.08 ± 12.42 vs. 80.18 ± 14.04, P = 0.0044). The results of the questionnaire survey revealed that the experimental group was more receptive to the DingTalk-PBL teaching method and virtual simulation laboratory teaching. Moreover, this hybrid teaching method was more effective in promoting basic knowledge understanding (95.0%, 57/60), facilitating the mastery of operational skills (93.3, 56/60), cultivating interest in learning (96.7%, 58/60), training clinical thinking (95.0%, 57/60), improving communication skills (95.0%, 57/60), and enhancing self-learning ability (91.7%, 55/60) and was more satisfying than traditional teaching method (all P < 0.05). The DingTalk-based PBL method combined with virtual simulation experiments was an effective and acceptable teaching strategy during the pandemic compared with the traditional teaching method.

Student’s Experience, Satisfaction and Barriers of Hybrid Undergraduate Obstetrics &amp; Gynaecology Teaching During Covid-19 Pandemic

Introduction: Hybrid teaching method has been implemented in majority of medical schools to adapt with the Covid pandemic era. With this integrated method, we aim to determine the student’s experience, satisfaction and barriers of hybrid undergraduate teaching in obstetrics &amp; gynaecology posting. Methods: A cross sectional study was conducted among medical students undergoing hybrid teaching during obstetrics &amp; gynaecology posting in the year of 2020 and 2021. Participants were 112 fourth and fifth year medical students whom were affected by the pandemic. Online questionnaires through Google forms were distributed to all eligible students. The questionnaire consists of four sections: socio-demographic, experience, satisfaction and barriers. Results: The response rate was 75%. Majority (90.2%) of the respondents were satisfied with the hybrid teaching. Among the barriers that sometimes encountered by our students were inability to adjust learning style, lack of technical skills, mental health difficulties, emotional difficulties, unreliable internet access and an unconducive study environment. Among all the demographic data studied, only ethnicity showed a significant association with the satisfaction of the students. Conclusion: Our study found that majority of students were satisfied with hybrid teaching with minimal barriers experienced. Hence its practice can be continued as it can be utilised at any time as compared to traditional teaching.

Using the Experience of the Simulation Center of the Baku Branch of I.M. Sechenov First Moscow State Medical University in the Implementation of the Hybrid Learning Project

The situation that developed during the period of forced isolation created conditions that forced us to reconsider some aspects of the teaching methods in medical simulation centers. This material presents our experience in transforming simulation learning from a traditional format into a distance learning format while maintaining the structure and curriculum of classes. We propose to use the obtained results when introducing a hybrid teaching method, subject to careful evaluation, selection and modification of existing courses.