Universities and innovation – the case of hybrid courses

Abstract

Purpose Hybrid learning, integrating online methods of instruction with face-to-face learning methods, has recently gained increased attention. The literature on pedagogy and course management has focused on hybrid learning as a combination of virtual and physical environments, which can shift learning to a more student-centered model from the teacher-centered model. A gap exists in the literature related to the execution of hybrid learning and challenges faced by internal stakeholders, and the outcomes are achieved. This study aims to examine the implementation of hybrid learning courses and investigate the challenges and outcomes. Design/methodology/approach This study adopted a qualitative approach. This study presents a case of a management university in India. Ten semistructured interviews were conducted with the university officials, including the vice-chancellor, dean and faculty members. The data collection method also included reviewing university documents and reports. Findings While formalized knowledge transfer through online courses can facilitate knowledge dissemination, it has its own downsides: it needs to be contextualized; it requires additional resources; it is not a one size fits all policy, as its conducive to some and alienates others; and students may not completely adopt it. Originality/value This investigation attempts to examine the shift to hybrid learning in the Indian context.

Students' perspectives of a hybrid learning system in Kazakhstani higher education: A case study

“…There are several terms for the type of learning that involves the integration of multiple technologies in one manner or another. Hybrid, blended or combination learning (Ayub, Lim, Yeo, & Ismail, 2022;Pandey & Panda, 2023 ). The various existing models of hybrid (combined) learning are an important alternative to the traditional approach to education.…”