Supporting Institutional Hybrid Implementations

Cavanagh, Thomas B.; Thompson, Kenneth W.; Futch, Linda

doi:10.1002/tl.20233

Cited by 8 publications

(6 citation statements)

References 4 publications

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“…This would confirm that technical setups play a significant role in classroom management and perceived satisfaction (Moorhouse & Kohnke, 2020). Further, no central policy determines faculty use of digital tools, implying that faculty readiness to do so may vary widely (Cavanagh et al, 2017).…”

Section: Discussionmentioning

confidence: 99%

“…For example, onsite students will need to login to digital apps to collaborate effectively (Moorhouse & Kohnke, 2020). On the faculty side, lecturers will need to consistently use digital apps over analogue favourites such as blackboards and flipcharts (‘faculty readiness’, see Cavanagh et al, 2017). Nevertheless, recent studies (Lakhal et al, 2021) conclude that integrating online students in course management is not an optional extra but a central component.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Others argue that such offers simply belong to a modern university and allow them to deal with uncertainties in the modern world (Agogue et al, 2022). While hybrid modalities have gained much popularity in recent years, they may not have been successfully implemented at business schools due to a lack of alignment among institutional, faculty, and student goals and of the necessary technical and pedagogical support (Cavanagh et al, 2017; Stevenson et al, 2022). Furthermore, critics say that hybrid teaching may not be an effective didactical approach for weaker students (Cacault et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

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Hybrid teaching and learning: A conjoint analysis of student preferences in online and onsite scenarios

Feubli,

MacKevett,

Schwarz

2023

Computer Assisted Learning

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BackgroundThis research paper presents a cross‐sectional study that examinefs the preferences of students for hybrid teaching and learning scenarios. Unlike previous studies that merely describe hybrid scenarios, this research prioritizes them, offering evidence‐based findings for informed policy decisions.MethodsThe data collection method involved eight choice‐based tasks using the conjoint analysis technique conducted with ‘Sawtooth’ software. The study surveyed students at a mid‐sized university across four departments in Central Switzerland. The sample analysed in this article comprised 319 respondents from the Lucerne School of Business.Results and ConclusionsOur survey found that students' own location during a teaching session played a significant role in determining participation preferences, followed by that of the lecturer. Factors that influenced students' preferences whether to attend onsite or online include workload, didactical format, perceived level of difficulty, student residence, and semester. Forms of hybrid collaboration and student–student interaction did not significantly influence student preferences.TakeawaysThe value of this study lies in its evidence‐based findings for specific hybrid scenarios, which can provide useful insights for policymakers in degree programs and faculty in hybrid classrooms. This study is one of only a few to use conjoint analysis with such a high respondent rate to determine student preferences for hybrid attendance.

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Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Hybrid teaching and learning: A conjoint analysis of student preferences in online and onsite scenarios

Feubli,

MacKevett,

Schwarz

2023

Computer Assisted Learning

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“…Linder (2017) argues that the "flipped" model is simply a subset of the hybrid learning model. Cavanagh, Thompson, and Futch (2017) refer to hybrid as blended. The interchange of these terms persists across the literature.…”

Section: What Is the Difference Between The Blended Flipped And Hybmentioning

confidence: 99%

Blended, Flipped, and Hybrid Learning: Definitions, Developments, and Directions

Saichaie

2020

New Drctns for Teach & Learn

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“…‫ادفا‬ ‫مت‬ ‫المدمج‬ ‫والتعلم‬ ‫الهجيو‬ ‫التعلم‬ ‫أ‬ ‫البعض‬ ‫ى‬ ‫ن‬ ‫ى‬ ‫أم‬ ‫جهة‬ ‫ومو‬(Cavanagh, et al, 2017) .‫الباحاة‬‫ترى‬ ‫سبق‬ ‫ما‬ ‫ضوء‬ ‫في‬ ‫أنواع‬ ‫مو‬ ‫لنوع‬ ‫تشي‬ ‫األم‬ ‫حصيصة‬ ‫في‬ ‫هي‬ ‫المصطلحات‬ ‫هان‬ ‫أ‬ ‫أدوات‬ ‫بيو‬ ‫نتم‬ ‫جمع‬ ‫أي‬ ‫إلى‬ ‫نشي‬ ‫أنه‬ ‫إذ‬ ‫يمولية،‬ ‫ث‬ ‫األ‬ ‫المصطلح‬ ‫هو‬ ‫المدمج‬ ‫التعلم‬ ‫مصطلح‬ ‫وأ‬ ‫الدمج،‬ ‫نصع‬ ‫التي‬ ‫المرلة‬ ‫فهو‬ ‫م‬ ‫ومو‬ ‫للتعلم،‬ ‫المختلهة‬ ‫واأليكال‬ ‫اتيجيات‬ ‫ايست‬ ‫بيو‬ ‫الجمع‬ ‫الك‬ ‫و‬ ‫التعلم،‬ ‫مو‬ ‫مختلهة‬ ‫تحتها‬ ‫أ‬ ‫ًا‬ ‫أنض‬ ‫والمالحظ‬ ‫التعلم،‬ ‫مو‬ ‫اتيجية‬ ‫است‬ ‫أو‬ ‫أداة‬ ‫أو‬ ‫يكت‬ ‫مو‬ ‫ث‬ ‫أ‬ ‫بيو‬ ‫تدمج‬ ‫التي‬ ‫التعلم‬ ‫نماذج‬ ‫افة‬ ‫بعض‬ ‫في‬ ‫نكو‬ ‫إد‬ ‫وايمتالف‬ ‫وني،‬ ‫اكلكت‬ ‫والتعلم‬ ‫لوجه‬ ‫ا‬ ً ‫وجه‬ ‫التعلم‬ ‫بيو‬ ‫تدمج‬ ‫لها‬ ‫السابصة‬ ‫المصطلحات‬ ‫المدم‬ ‫التعلم‬ ‫يصي‬ ‫مو‬ ‫ي‬ ‫ت‬ ‫ومحتوى‬ ‫وتوإيته،‬ ‫الدمج،‬ ‫نسبة‬ ‫مثت‬ ‫التهاصيت‬ ‫موضوع‬ ‫فهم‬ ‫مو‬ ‫المتعلم‬ ‫تمكيو‬ ‫هو‬ ‫المدمج‬ ‫للتعلم‬ ‫العام‬ ‫الهدف‬ ‫ا‬ ، ‫تدعم‬ ‫والتي‬ ‫جوة،‬ ‫الم‬ ‫النتا،ج‬ ‫تحصي‬ ‫إلى‬ ‫نؤدي‬ ‫مما‬ ‫ادنمي،‬ ‫األ‬ ‫أدا،ه‬ ‫وتحسيو‬ ‫الااتي،‬ ‫تهاء‬ ‫واي‬ ‫التعلم،‬ ‫تح‬ ‫و‬ ‫وام‬ ‫سيسيبت‬ ‫وتضيف‬ ‫التعليمية.‬ ‫األهداف‬ ‫ص‬ Cecibel, et al (2020) ‫والم‬ ‫بعضها‬ ‫والتي‬ ‫التعلم،‬ ‫وأساليب‬ ‫ق‬ ‫ط‬ ‫تبتعد‬ ‫حيث‬ ‫الدراسية،‬ ‫رات‬ ‫المص‬ ‫وتصميم‬ ‫تعلميو،‬ ‫(التعلم‬ ‫المتعلم‬ ‫حول‬ ‫ا‬ ‫نتم‬ ‫اآلم‬ ‫والبعض‬ ‫ات)،‬ ‫المحاض‬ ‫أسلوب‬ ‫(مثت‬ ‫المعلم‬ ‫حول‬ ‫ا‬ ‫نتم‬ ‫يا‬ ‫الت‬ ‫هاا‬ ‫ناند‬ ‫بينما‬ ‫التعليمي،‬ ‫المحتوى‬ ‫بنصت‬ ‫المعلم‬ ‫إيام‬ ‫على‬ ‫يا‬ ‫الت‬ ‫نصت‬ ‫الك‬ ،) ‫النش‬ ‫هان‬ ‫ومو‬ ‫التعليمية،‬ ‫والهوا،د‬ ‫الماانا‬ ‫مو‬ ‫عدد‬ ‫له‬ ‫المدمج‬ ‫التعلم‬ ‫أ‬ ‫الدراسات‬ ‫بعض‬ -‫بيو‬ ‫جس‬ ‫نعمت‬ ‫ألنه‬ ‫وذلك‬ ‫وني،‬ ‫اكلكت‬ ‫والتعليم‬ ‫لوجه‬ ‫ا‬ ً ‫وجه‬ ‫التعليم‬ ‫مو‬ ‫ت‬ ‫عيوب‬ ‫على‬ ‫نتغلب‬ ‫وبعضهم‬ ‫المتعلميو‬ ‫بيو‬ ‫المباي‬ ‫التهاعت‬ ‫غياب‬ ‫مشكلة‬ ‫على‬ ‫التغلب‬ ‫مثت‬ ‫التعليم،‬ ‫مو‬ ‫النوعيو‬ ‫الب‬ ‫في‬ ‫ة‬ ‫المباي‬ ‫اللصاءات‬ ‫ن‬ ‫ط‬ ‫عو‬ ‫وذلك‬ ‫وني،‬ ‫اكلكت‬ ‫التعلم‬ ‫أنشطة‬ ‫في‬ ‫المعلم‬ ‫وبيو‬ ‫وبينهم‬ ‫عض،‬ ‫التعليم‬ ‫في‬ ‫الااتي‬ ‫الخطو‬ ‫على‬ ‫الصا،م‬ ‫للتعلم‬ ‫الالزم‬ ‫الوإأ‬ ‫نصص‬ ‫على‬ ‫التغلب‬ ‫الك‬ ‫لوجه،‬ ‫ا‬ ً ‫وجه‬ ‫التعلم‬ ‫وني‬ ‫اكلكت‬ ‫التعلم‬ ‫ن‬ ‫ط‬ ‫عو‬ ‫لوجه،‬ ‫ا‬ ً ‫وجه‬…”

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تصمیم نماذج للتعلم المدمج وأثرهم على مهارات الفهم العمیق وجودة إنتاج برامج الكمبیوتر التعلیمیة متعددة الوسائط لدى الطالبات المعلمات وآرائهن نحوها

منصور¹

2022

مجلة البحث العلمى فى التربیة

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The current research aimed to design four blended learning models, which are: the first model is online learning and face-to-face learning is limited to the general educational session, and instructions when needed, the second model is face-to-face learning for theoretical parts, online learning For applications, the third model is online learning for theoretical parts, face-toface learning For applications, The fourth (traditional) model is face-to-face learning and online learning is limited to instructions and support when needed, then reveal their impact on the skills of deep understanding (interpretation -decision-making -application -prediction -idea generation -explanation), The quality of production of multimedia educational computer programs, and the students' opinions about these models. the research tools were: A test of deep understanding skills, a quality assessment form for the production of multimedia educational computer programs, and a questionnaire measuring students' opinions towards blended learning models. The research sample consisted of ( 200) female students of the third year, the Child Education Division, Ain Shams University, the first semester of the academic year 2021-2022 AD, and divided into four equal groups: the first is taught by the first model, The second experimental group is taught by the second model, where it begins with face-to-face learning to explain the theoretical parts, then e-learning for examples, applications, exercises, and implementation of practical skills, as for the third experimental group, it is taught by the third model, where it begins with e-learning to explain the theoretical parts, then face to face to discuss examples, applications, exercises, and implementation of practical skills, Finally, the fourth (the control group) is taught by the fourth model, where it is taught face-to-face to transfer the entire learning, and the online is limited to providing guidance, assistance, support, and uploading assignments. The results showed that: 1) There are statistically significant differences between the averages of the experimental groups in the pre and post application in favor of the post application on the deep understanding test, as well as the presence of statistically significant differences between the means of the three experimental groups, and the average scores of the control group in favor of the three experimental groups, while the third experimental group outperformed the rest of the groups in The post application to test the skills of deep understanding as a whole, and for each of its six skills separately, 2) Experimental treatments also have a large effect size, 3) The results also resulted in the presence of statistically significant differences between the averages of the experimental groups and the average scores of the control group in favor of the three experimental groups in the post application of the multimedia educational computer program quality assessment card, while the third experimental group outperformed the rest of the groups, ...

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Supporting Institutional Hybrid Implementations

Abstract: This chapter describes important considerations for higher education administrators and other leaders as they design, develop, and implement a comprehensive hybrid learning initiative.

Cited by 8 publications

References 4 publications

Hybrid teaching and learning: A conjoint analysis of student preferences in online and onsite scenarios

Hybrid teaching and learning: A conjoint analysis of student preferences in online and onsite scenarios

Blended, Flipped, and Hybrid Learning: Definitions, Developments, and Directions

تصمیم نماذج للتعلم المدمج وأثرهم على مهارات الفهم العمیق وجودة إنتاج برامج الكمبیوتر التعلیمیة متعددة الوسائط لدى الطالبات المعلمات وآرائهن نحوها

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