Hybrid Teaching: Conceptualization Through Practice for the Post COVID19 Pandemic Education

Ulla, Mark B.; Perales, William F.

doi:10.3389/feduc.2022.924594

Cited by 28 publications

(12 citation statements)

References 23 publications

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“…This aligns with the overarching trend of integrating digital tools, as emphasized by Larsari et al (2023) and Estrellado (2021). The conceptualization of hybrid teaching, as presented by Ulla and Perales (2022), adds depth to the discussion, showcasing a practical approach in the post-COVID-19 education landscape. The collective findings highlight not only the increasing reliance on technology but also the diverse approaches adopted by educational institutions worldwide.…”

Section: Summary and Analysis Of Findingssupporting

confidence: 61%

“…Text Analysis Natural Language Processing (Ng et al, 2023). The literature converges on the trend of technological normalcy and the embrace of hybrid teaching models (Ulla & Perales, 2022;Moorhouse et al, 2023). The synthesized analysis reinforces these patterns, emphasizing the transformative role of technology in literature education post-pandemic.…”

Section: Aspect Of Literature Teaching Digitalization Benefitsmentioning

confidence: 96%

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Redefining Literature Education in the Digital and Post-Pandemic Landscape

Eslit

2023

Preprint

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In this inclusive review article, the focus is on navigating the dynamic landscape of literature education, particularly the profound pedagogical shifts observed in the aftermath of the pandemic. The article synthesizes global insights, delving into how educators have adapted to hybrid models and embraced digital tools, fundamentally transforming the reading, analysis, and engagement with literary works. Exploring the integration of digital tools in literature education, the review uncovers the transformative impact of technology on traditional pedagogies. It analyzes the challenges and opportunities inherent in adapting literature education to the digital era, emphasizing the need for inclusive practices and adaptability. The article concludes by suggesting future research directions, encompassing AI integration, inclusive practices, cultural variations, long-term effects of hybrid models, and effective pedagogical strategies for technology integration. With a comprehensive approach, this review not only summarizes the current state of literature education but also discusses its implications, offering a holistic understanding of the contemporary educational landscape and setting the stage for future research endeavors.

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Section: Summary and Analysis Of Findingssupporting

confidence: 61%

Section: Aspect Of Literature Teaching Digitalization Benefitsmentioning

confidence: 96%

Redefining Literature Education in the Digital and Post-Pandemic Landscape

Eslit

2023

Preprint

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“…Hybrid teaching is a teaching format that can become a leading higher education feature if it is understood as a supplement of face-to-face training. However, a lack of skills and orientation to set it up can entail problems for T-L processes [19]. Indeed, as the above-cited authors also consider, it is important to support the TE by offering them hybrid teaching training.…”

Section: Discussionmentioning

confidence: 99%

“…Hybrid teaching could not only be taken as a new and novel teaching method, but could also be understood as a teaching format rather than a method. Nevertheless, the way in which other studies have described and used them can be confusing, as could the terminological and conceptual ambiguities for being conceived and considered to be indistinct from blended learning (b-learning) [19]. Engel and Coll [15] defined hybrid learning as the combination of physical learning spaces in which the participants are present together in the same place with online or virtual learning spaces, or where the participants are located in different places and also in online learning spaces, with them sharing the same physical place.…”

Section: Introductionmentioning

confidence: 99%

Qualitative Analyses of e-Learning Implementation and Hybrid Teaching during the COVID-19 Pandemic at Spanish Universities

Bustamante

Segura-Berges²,

Gil

et al. 2022

Sustainability

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During the COVID-19 pandemic over the academic year 2020–2021, many universities and faculties had to deal with hybrid teaching by combining face-to-face and virtual teaching approaches. The main objective herein considered was to analyze the perceptions of students and teachers from Spanish universities regarding how e-learning has actually been adopted before, during, and after the COVID-19 lockdown. We also wished to know their opinions about the usefulness and applicability of the e-learning and hybrid teaching methodologies regarding their impacts on the teaching–learning process in the university context. A thematic analysis was performed using three discussion groups (two made up of four teachers each, and another comprising five teachers with university management posts). Seventy-nine open questionnaires completed by students were also analyzed. The participants were from eight different Spanish universities: six public and two private. The obtained results revealed a preference for face-to-face teaching over virtual teaching, and the advantages offered by closer interpersonal relationships were stressed. However, the participants also indicated the potential of the e-learning and hybrid teaching methodologies, which they believed complemented one another and reinforced learning personalization. Thus, a specific need for training in the e-learning methodology and hybrid teaching format was apparent.

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“…Computers are utilized for learning at all stages of life, including early childhood and throughout school, rather than solely in academic curriculums [15] . As schools gradually reopened their doors to learners following the COVID-19 outbreak, there needed to be more understanding and research on blended instruction [16] .…”

Section: Related Workmentioning

confidence: 99%

The Impact of Online Education in Bangladesh- A Case Study During Covid 19

2023

IJFMR

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Educational Data mining is a conspicuous research area that helps to develop an educational context. The primary purpose of this work is to find out the factors or attributes for finding out the impact of online education on school-level students in Bangladesh. To prepare the attributes, help was taken from some of the renowned persons of the English Medium and Bangla medium Schools in Bangladesh, such as the principal, vice-principal, coordinator, teacher, human resources manager, parents, and students. A set of questionnaires with 20 different questions were prepared. Google Forms collects data from students to identify the relevant attributes. This study reveals the main factors of online education in Bangladesh for school-level students. This study finds the strengths and weaknesses of online education for students. It refers to the idea of overcoming the disadvantages of online education. In the future, this study will help to implement a better online education system for school students in Bangladesh

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Hybrid Teaching: Conceptualization Through Practice for the Post COVID19 Pandemic Education

Cited by 28 publications

References 23 publications

Redefining Literature Education in the Digital and Post-Pandemic Landscape

Redefining Literature Education in the Digital and Post-Pandemic Landscape

Qualitative Analyses of e-Learning Implementation and Hybrid Teaching during the COVID-19 Pandemic at Spanish Universities

The Impact of Online Education in Bangladesh- A Case Study During Covid 19

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