An investigation on teachers’ and students’ views on hybrid learning model

MINISTRY OF EDUCATION AND TRAINING
HO CHI MINH UNIVERSITY OF LAW

GRADUATION THESIS
B.A DEGREE IN ENGLISH
Major: Legal English

AN INVESTIGATION ON TEACHERS’ AND STUDENTS’ VIEWS ON
HYBRID LEARNING MODEL

Supervisor: Ha Nhat Linh M.A.
Student: Vu Ngoc Huyen Trang
Student ID: 195 220 201 0077
Class: LE44B

Ho Chi Minh City, 2023


ABSTRACT
Higher education has integrated many new technologies into its courses. The
hybrid model takes full advantage of technological advances with the
incorporation of learning technologies used during online interactions combined
with in-person instruction. As more institutions of higher education continue to
adopt the hybrid model. The hybrid model allows information to be transmitted
through the use of both face-to-face and online platforms or interactions. which
alters how students receive and learn this information. Hybrid courses also transfer
student-instructor interactions online and reduce those held in-person. Therefore,
it is the purpose of this study to explore the effects of the hybrid model on students
and teachers who enrolled in a hybrid program. This study seeks to further reveal
how the hybrid model brings benefits and challenges to the teachers as well as the
students. Thus, the author would come to the conclusion of the general perception

within hybrid model. The study used a quantitative method to conduct research on
both students and teachers in a hybrid program at Ho Chi Minh University of Law.

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Table of Contents
CHAPTER 1.

INTRODUCTION .......................................................... 7

1.1

Background of the study......................................................................... 7

1.2

Statement of the problem........................................................................ 9

1.3

Research questions ............................................................................... 10

1.4

Scope of the study ................................................................................ 10

1.5

Significance of the study ...................................................................... 10

1.6

Definitions of key terms ....................................................................... 11

1.7

Organization of the thesis ..................................................................... 11

CHAPTER 2.
2.1

LITERATURE REVIEW .............................................. 13

Various forms of E-learning ................................................................. 13

2.1.1

Online learning .............................................................................. 13

2.1.2

Hybrid or Blended learning............................................................ 15

2.2

Definitions of Hybrid learning.............................................................. 15

2.2.1

Term definitions............................................................................. 15

2.2.2

Hybrid course setting ..................................................................... 16

2.2.3

Hybrid learning methods................................................................ 17

2.3

Integrating the online environment into face-to-face learning ............... 18

2.4

Effects of Hybrid, Online, and Face-to-face modalities on student

learning .......................................................................................................... 19
2.5

Challenges and benefits of hybrid learning ........................................... 20

2.5.1

Benefits of Technological Learning Modalities .............................. 20

2.5.2

Challenges of Technological Learning Modalities .......................... 24

CHAPTER 3.

RESEARCH METHODOLOGY .................................. 31
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3.1

Introduction .......................................................................................... 31

3.2

Research design.................................................................................... 31

3.3

Research site ........................................................................................ 31

3.4

Sampling and participants .................................................................... 32

3.5

Research Instruments ........................................................................... 32

3.5.1

Questionnaire for students ............................................................. 33

3.5.2

Questionnaire for teachers ............................................................. 34

3.6

Data collection procedure ..................................................................... 34

3.7

Data analysis procedure........................................................................ 35

3.8

Validity and reliability .......................................................................... 35

3.8.1

Reliability for the students’ survey ................................................. 35

3.8.2

Reliability for the teachers’ survey ................................................. 36

3.9

Ethical considerations .......................................................................... 38

CHAPTER 4.

FINDINGS AND DISCUSSION ................................... 39

4.1

Introduction .......................................................................................... 39

4.2

Results of the students’ survey.............................................................. 39

4.2.1

Demographics of students .............................................................. 39

4.2.2

General perceptions of students ..................................................... 39

4.2.3

Beneficial features and Obstructive use ......................................... 51

4.3

Results of Teachers’ Survey .................................................................. 56

CHAPTER 5.

CONCLUSION ............................................................. 61

5.1

Introduction .......................................................................................... 61

5.2

Conclusion ........................................................................................... 61

5.3

Recommendations ................................................................................ 63

5.4

Limitations ........................................................................................... 64
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5.5

Recommendations for future research .................................................. 64

CHAPTER 6.

REFERENCES ............................................................. 73

4

LIST OF FIGURE
Figure2:1 Various types of E-learning ............................................................... 14
Figure 4:1 Students’ level of comfort ................................................................. 40
Figure 4:2 Overall description of learning technologies ..................................... 41
Figure 4:3 Students’ rate of instructor’s ability in operating learning technologies
.......................................................................................................................... 43
Figure 4:4 The frequency of collaboration among students within hybrid courses
.......................................................................................................................... 44
Figure 4:5 The learning preferences of the students in hybrid courses ............... 46
Figure 4:6 Students’ overall learning outcomes ................................................. 47
Figure4:7 The effectiveness of the overall learning experience in hybrid courses
.......................................................................................................................... 48
Figure 4:8 The effectiveness of learning technologies used in hybrid courses .... 49
Figure4:9 Future enrollments in hybrid courses ................................................. 50

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LIST OF TABLE
Table 3:1 Reliability of the students’ survey ...................................................... 36
Table 3:2 Reliability of the teachers’ survey ...................................................... 38
Table 4:1 The beneficial features of hybrid learning model................................ 53
Table 4:2 The challenging features of hybrid learning model ............................. 54
Table 4:3 The perceptions of English teachers in hybrid learning model ............ 59

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CHAPTER 1.

INTRODUCTION

With the inevitable coming of the Covid 19-pandemic 2 years ago, the
application of online learning platforms (hybrid learning) emerged as a stopgap
measure to solve the negative effects of the pandemic. Thus, hybrid learning has
been maintaining and developing significantly around the world so that more
opportunities of learning are brought to students within higher educational
campus. This chapter aims at providing some basic insight of hybrid learning: the
background of the study, statement of the problem, research questions, scope of
the study, significance of the study, definitions of key terms and organization of
the thesis.

1.1 Background of the study
Although conventional learning is still the most popular way for professors and
students to exchange knowledge, online teaching and learning are becoming more
ubiquitous thanks to the development of the Internet and other new technologies.
In particular, a method that educators in the twenty-first century are encouraged to
implement in order to improve the teaching and learning process is hybrid
teaching. Firstly, it is essential to have some basic insights on the definitions of elearning. The variety of viewpoints on e-learning can be confusing and sometimes
even contradictory (Mason and Rennie, 2006). There are several ideas and
alternative terms such as computer-based learning, technology-based training, and
computer-based training etc. which were mentioned in the very first beginning of
e-learning (Friesen, 2009). E-learning is described as learning that is supported by
the use of digital devices and content that involves some kind of interactions, such
as online communication between students and teachers or peers. Another simple
definition of e-learning according to Alonso (2005) is e-learning refers to the use
of the Internet and new multimedia technologies to enhance the quality of learning
by promoting remote exchange and cooperation as well as access to information
and services. As a result of the advances in satellite communications that started
in 1965, they paved the way for the common use of e-learning all around the world.

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By the 1970s, a variety of tools, such as videotapes, computer-generated
instructions, the television, and the telephone, were frequently used for longdistance teaching. Additionally, earlier used mediums like slides and film saw
improvements in both quality and accessibility.
The evocation of hybrid learning started in the late 1990s, there have been
significant improvements in the field of online learning. The introduction of hybrid
learning, which combine online, and conventional classroom methods had
attracted many students’ enrolment (Babb et al., 2010). The emergence of hybrid
learning took place because it satisfies everyone’s need. The students want to take
advantages of hybrid learning due to its convenience of submitting assignments,
cost saving of transportations, huge resources materials (MacDonald & Thompson,
2006). Then, online and hybrid courses have “exploded in higher education”.
Roach and Lemasters (2006) also noted that the number of online courses and
programs at institutions have been growing quickly. Colleges see hybrid courses
as a method to connect with students, especially those who cannot regularly visit
the campus. Students are fed up with spending several hours listening to lectures.
Instead, they seek active participation during study hours. They expect to access
lessons via smartphones and other mobile devices, as well as have discussions in
teamwork, communicate with professors, and paper submissions to be online.
Although online learning is widespread around the world's scale, it is still
uncommon in Vietnam. This method is just primarily applied by some colleges or
universities which are sufficient in financial matters and be able to maintain an
online network for learners, but it is somehow a hurdle for the whole Vietnam
educational system to keep up with. However, since the Covid-19 pandemic broke
out, students and teachers had to stay at home. Eventually, UNESCO, UNICEF,
and the World Bank had launched Mission: Recovering Education 2021 focusing
on three main goals: getting all children back to school, recovering learning losses,
and educating and supporting teachers (UNESCO, 2020). Thus, distance learning

in Vietnam has started to thrive and conduct on a larger scale than before. Having
considered many positive aspects distance learning could bring, nowadays, more
and more online platforms are implemented by many elementary school,
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secondary school, tertiary education as well as many language academic
institutions in Vietnam.

1.2 Statement of the problem
Although distance learning seems to be popular within foreign countries, it is still
somehow unfamiliar with the Vietnamese education system. Despite efforts made
in education many years ago, the current state of technology usage in English
language teaching shows a very slow progress. Gruba and Nguyen (2019) noted
that due to the lack of technological requirements in the curriculum, English
teachers are not able to utilize technological devices as tools to improve learning
process. Additionally, there are still opinions and lack of trust in online learning of
some parents as well as school systems. They still prefer the conventional learning
method and think that online learning will distract their children during study
hours. Moreover, educational researchers still do not understand how learners
think and manage to complete their hybrid course, their experience when trying
with hybrid learning concepts, and how the teachers transfer their knowledge from
the traditional method to this new learning concept.
On the other hand, the context of this study took place within Ho Chi Minh
University of Law, in which the Covid-19 pandemic burst out so teachers as well
as students had to attend online-offline classes at the same time. Some of the
students came to school campus for the offline classes whereas others had to take
part in distant learning due to their personal issues such as quarantine time.
Therefore, the author will investigate the students’ perceptions in hybrid learning
through the work of finding out the benefits as well as the challenges of this

concept. Thus, the author could show more about student’s perceptions towards
this new learning model for the better improvement in the future. On the other
hand, in terms of the teachers, the perceptions of teachers in hybrid teaching will
also be examined through the same elements - advantages and disadvantages as
well. For this reason, people could see several benefits that hybrid learning could
bring to Vietnamese education and enhance the reliability of hybrid learning
among Vietnamese people so that hybrid learning could apply not only in the
educational field but also others.
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1.3 Research questions
- Getting to know more about the students’ perceptions in hybrid learning by
investigating the benefits and challenges of this model.
- Finding out teachers’ perceptions by asking them about the benefits and
challenges of hybrid learning bringing to learners.
Thus, in my thesis, I would like to figure out 3 main questions:
1. What are the perceptions of students on hybrid learning?
2. What features of the hybrid model have been beneficial or obstructive to
students’ learning?
3. What are the perceptions of English teachers towards hybrid courses?

1.4 Scope of the study
The scope of this study will be surrounded at Ho Chi Minh University of Law as
the main participants are the school’s students and professors. Participants chosen
are students majoring in Legal English faculty and teachers are instructors all
working in English teaching field, all of them works as instructors at Law
university. This study aims to focus on two key features. Firstly, it is about the
views of students when they get involved in hybrid courses by examining hybrid
learning’s advantages and disadvantages of this new learning model. Secondly, the

author would like to know about the teachers’ views on this new teaching concept
by asking them about the benefits and challenges of hybrid teaching practices.
Thus, the author could make the connection between these data. The perceptions
of students and teachers are then compared to figure out the similarities as well as
the differences.

1.5 Significance of the study
On the one hand, professors and administrators in community colleges and
universities who are interested in creating high-quality online and hybrid courses
might get benefits from this study. This research will examine the English language
students’ views when participating in hybrid courses parallel between the
obstructive and the beneficial in their learning experiences, the study also identifies
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the teachers’ perceptions in teaching hybrid courses through examining challenges
and benefits in teaching experiences. This could be useful references for other
instructors who have the intention of organizing hybrid courses as teachers would
know how to adjust their style of teaching and deliver suitable lessons to improve
teaching quality.

1.6 Definitions of key terms
When it comes to e-learning, various terms such as blended learning, flipped
classroom, and hybrid learning were mentioned in different studies. People might
get confused and use them mistakenly. When it comes to hybrid learning, hybrid
courses are courses in which a significant portion of the learning activities have
been moved online, and time traditionally spent in the classroom is reduced but
not eliminated, while with blended learning students might attend a class taught by
a teacher in a traditional classroom setting and independently completing online
components of the course outside of the classroom.

On top of that, due to the growth in technology currently flipped classroom is
defined as a teaching method that involves both direct computer-based individual
training outside of the classroom and interactive group learning activities inside
the classroom.

1.7 Organization of the thesis
The thesis consists of five chapters:
Chapter 1, Introduction, presents and discusses the background to the study, the
statement of the problems. The chapter clarifies objectives of the study, scope of
the study, the significance of the study, definitions of key terms as well as the
organization of the whole thesis are mentioned.
Chapter 2, Literature Review, provides the literature of the related issues and term,
and previous works of different researchers regarding hybrid learning model,
including various forms of E-learning, definitions of hybrid learning, integrating
the online environment into face-to-face learning, the effects of hybrid, online, and
face-to-face modalities on student learning, hybrid course setting, and finally, the
challenges and benefits of hybrid learning.
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Chapter 3, Research methodology specifies the research design, the research site,
sampling and participants, research instruments, data collection procedures, data
analysis procedures, validity and reliability, and ethical considerations.
Chapter 4, Findings and discussion, analyses the data and gives detailed
discussions. Major findings of the study are listed in this session.
Chapter 5, Introduction, summary of the main findings of thesis, limitations of the
research, and recommendations for future research. Following the mentioned
sessions are the reference list and the appendices.

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CHAPTER 2.

LITERATURE REVIEW

Nowadays, the phrase hybrid learning is frequently used, especially in business
and higher education settings. Since it is used in so many various ways by different
people, the term itself is rather challenging to define. In order to better the
community college under investigation’s student retention in online learning
environments, this literature review aims to investigate the current perception of
the concept of hybrid learning to determine its influence on the overall satisfaction
of the students and teachers.

2.1 Various forms of E-learning
While some have opted to concentrate on different metrics like synchrony and
learning material to distinguish different forms of e-learning, others have
identified according to learning tools. On the other hand, some educational
scientists have chosen to describe e-learning forms more simply. They only
distinguish between the computer-based and internet-based forms of e-learning as
the two main categories. In this section, the author wants to choose the latter
viewpoint in order to tell the various forms of e-learning.
2.1.1 Online learning
With the variety of words used to categorize online learning, it is challenging to
come up with a general definition for the online learning concept. According to
Ally (2004), e-learning, Internet learning, distributed learning, networked learning,
tele-learning, virtual learning, computer-assisted learning, web-based learning,
and remote learning are some of the terms that are frequently used to denote online
learning. Therefore, it can be implied through the afore-mentioned terms that the
learners and instructors are not always in the same place during online classes.

Moreover, they communicate and carry out learning and teaching practices by
using some sort of technological devices. Nowadays, there is no denying that many
13


colleges and universities are making progress towards using technology to deliver
education both on and off campus. And there must be reasons for this action.
Online courses are not restricted by space, time, or distance for those who attend.
With their peers and the course tutor, students are constantly engaged in
synchronous and asynchronous conversation. The course materials are always
available to them. Moreover, teaching can be done from anywhere for teachers.
The learners can immediately notice updates and modifications which might easily
provide synchronous or asynchronous support to students who are struggling with
the course material, guaranteeing the students a successful educational experience.

E-learning

Hybrid /
Blended
Webenhanced

Fully
online

Figure2:1 Various types of E-learning

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2.1.2 Hybrid or Blended learning

Regardless of choosing between conventional classroom and online classroom, a
question like “Why not have the best of both worlds?” have emerged recently. A
new educational strategy known as the hybrid or blended model, which brought
together the finest features of traditional pedagogy and online training, was
developed with the intention of addressing this problem. Blended learning blends
the advantages of traditional instructor-led training with the benefits of extra
Internet-based courses and other instructional software (Bershin, 2004). On the
other hand, hybrid courses are ones where a substantial portion of the learning
activities have been relocated via online platforms and traditional classroom time
has been decreased but not entirely removed (Garnham, 2002). On the other hand,
it can be defined as the careful and thoughtful integration of face-to-face and online
learning experiences. Combining the benefits of synchronous and asynchronous
instructional activities has significant attractions among learners.

2.2 Definitions of Hybrid learning
2.2.1 Term definitions
Nowadays, the phrase "hybrid learning" is frequently used, especially in business
and higher education settings. Since it is used in so many various ways by different
people, the term itself is rather challenging to define. Overall, there are three
definitions of hybrid learning that are most frequently used (Whitelock, 2003): (1)
“it is the integration of traditional learning with web-based online approaches”; (2)
“it is the combination of media and tools (e.g. textbooks) employed in e-learning
environments”; and (3) “it is also the combination of a number of teaching and
learning approaches irrespective of the technology used”. Another definition of
hybrid learning is stated like “Hybrid courses are courses in which a significant
portion of the learning activities have been moved online, and time traditionally
spent in the classroom is reduced but not eliminated” (Garnham, “Lessons learned
from the hybrid course project " Teaching with Technology Today, 2002). In
general, hybrid learning is about a mixture of instructional modalities (onsite, webbased and self-paced learning), delivery media (e.g. the Internet, classroom
sessions, web-based courses, CD-ROMs, video, books, or PowerPoint slides),

15


instructional methods (i.e. face-to-face or technology-based sessions), and webbased technologies, both synchronous and asynchronous (e.g. chat rooms, wikis,
virtual classrooms, conferencing tools, blogs, textbooks or online courses). In this
section, the author pinpoints the definition of hybrid learning and use it during this
the whole thesis whenever mentioning the term hybrid learning – hybrid learning
as an integration of face-to-face teaching and learning methods through online
approaches.
2.2.2 Hybrid course setting
Combining the in-person interactions of the traditional course setting with the
online interactions of the online course setting has resulted in the hybrid model.
In a unique way, the hybrid course setting blends the traditional lectures held at the
physical campus with the expanded access to course content located online
(Ekwunife - Orakawue, 2014). It is this combination of information transmission
that has changed the student learning experience for those in hybrid education.
“Hybrids permit both the ‘reflectiveness’ of asynchronous, online communications
and the ‘immediacy" of verbal interactions” (Brunner L. , 2006). Students no
longer need only rely on the lectures delivered by instructors in class because,
within the hybrid course, they can also access course information and hold
discussions with peers online (Garrison D. K., 2004). The hybrid model allows
technology to be incorporated into the course without completely removing
personalized interactions.
Thus, the hybrid course model’s combination of online and in-person settings has
evolved from two once-divided educational settings that were more structurally
rigid when separated. It has been fashioned from the on-campus lectures of the
traditional setting in higher education and from the newer online access, enabled
by the technological advances constantly emerging at a rapid pace in the public
domain (Bunner, 2006; CFHE, 2013; Delaney, 2004). Incorporating technological
advances into course curricula has given those within higher education the

opportunity to teach through the technological learning modalities that expand the
learning possibilities for students (Derntl & Motschnig-Pitrik, 2005; Olapiriyakul
16


& Scher, 2006). Furthermore. these new and evolving learning technologies have
the potential to change the learning experiences of students within hybrid courses
or programs in higher education. The benefits of such a shift have been discussed
in-depth in the literature on hybrid education and are presented in the following
sections. Likewise, the challenges are also taken into account when exploring the
impact that such changes may have on how students receive and learn via hybrid
settings today.
2.2.3 Hybrid learning methods
There are several methods to apply hybrid learning. Internet resources such as email, mailing list, forums, chat rooms, websites etc can be utilized. These learning
methods not only bring more opportunities for teachers to communicate face-toface with students like in a traditional environment but also help them improve
their ICT skills.
2.2.3.1 Zoom and Google meet
Users of the Zoom platform can communicate by video, audio, phone, and chat.
An internet connection and a supported device are necessary for using Zoom. For
new users of Zoom, the first step will be to register an account
by downloading Zoom Client for Meetings. Regardless of educational function,
Google meet is a video communication service developed by Google. It allows the
school community to work with video for classes, parent-teacher conferences by
Google Classroom, Google Slides, Docs, and Gmail. Both platforms can be used
for virtual events and meetings as well as team collaboration.
2.2.3.2 E-mail
With this technique, the person can express themselves in their own language or
the language of another typical environment, such as a family, school, or social
group. Students correct their own work, particularly when it comes to foreign
language assignments.

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2.2.3.3 Chat or Communication channel
While some students choose to speak with a nearby neighbor to see the results of
their actions in real time, others prefer to use "chat rooms" to communicate with
friends from different countries (Garnham, 2002).
2.2.3.4 Educational websites
Learning websites offer a practical setting for collaboration and sharing through
allowing the remote display and use of information resources. Students are
completely developing their skills in reading, writing, designing, formatting text
and other material requirements when they create and post their online documents
(Biddex, 2014). Fox example: Cousera website, Doulingo website etc.

2.3 Integrating the online environment into face-to-face learning
It is essential to know that an online classroom has a very different atmosphere
than a conventional classroom. In a real-time traditional classroom, teachers and
students use body language to communicate, exchange information while with the
online platform, people interact in a virtual space, expressing opinions by written
text. It could be argued that asynchronous online learning would be much less
effective without body language and visual clues. No one doubts that “face to face”
teaching is very lively, warm, human and personal. “We could assume that the best
possible training is undoubtedly face-to-face training. Perhaps, it is because the
face-to-face interaction between a student and teacher is considered one of the key
factors in any process of formation” (Estaire, 2005).
However, according to Davies’s study (2005) users can also utilize the internet to
express a range of socio-emotional signals, such as humor, feelings as well as
personal greetings (p. 657). Through written communication in online platforms,
users can express themselves socially and emotionally by using icons, stickers or

voice messages which had been created automatically in online websites before.
This shows the flexibility and convenience in communication between teachers
and students during study hours. Moreover, in contrast to conventional platforms,
students are permitted to make changes to their written text before submitting it
online. Combining such benefits of face-to-face classroom with online interactions
18


appears to have the potential to enhance collaborative performance. For instance,
in small group work, it might be advantageous for groups to meet in real-time at
the beginning in order to come to an agreement; but it might be ideal to discuss a
difficult case study that requires careful analysis and negotiation over online
platforms. It would be more timesaving as well as suitable for the personal
timetable. When the two environments are thoughtfully combined, the educational
improvements automatically increase (Picciano A. G., 2007).

2.4 Effects of Hybrid, Online, and Face-to-face modalities on student
learning
The effects of hybrid learning with either online or face-to-face learning were
carried out in many studies so that researchers could compare the results for deeper
analysis.
Many students agreed that online modality is better. Online students appeared to
prefer peer interaction, competition, interaction with the instructor, independence,
and clear goal-setting more than their counterparts in the face-to-face section,
despite some case studies showing that outcomes were very similar for hybrid
learning courses compared to face-to-face or online courses (Liu, 2007). The
results from fully online learning courses showed that online courses were at least
as effective as traditional classroom instruction (Zhao, 2005). Overall, students
believed that a fully online environment would be more beneficial and provide
higher satisfaction, since the staff had been trained to teach online (Shea, 2006).

According to Boyle’s study (2003), hybrid learning is more effectively than either
online or face-to-face model. When thoughtfully created, a hybrid course blended
the best features of online and in-person instruction to encourage active student
learning. Students who took hybrid classes that included online learning
management systems reported better levels of learning activity, happiness, and
communication with instructors than students who took courses without the portal
(Riffell, 2005). In addition to improving student learning, hybrid courses have
several other beneficial features over other course delivery methods. Firstly, using
hybrid mode may help students learn more conveniently and increase course
19


accessibility. Secondly, a hybrid course's advantage of several instructional
delivery methods makes it potentially adaptable to some of the different learning
needs of the students. Many scholars are now interested in hybrid learning,
believing that it would combine the greatest aspects of the real and virtual worlds.

2.5 Challenges and benefits of hybrid learning
Hybrid courses have gained popularity among faculty, students, and institutions,
so it is important to see hybrid learning's challenges as well as the benefits.
2.5.1 Benefits of Technological Learning Modalities
At the core of hybrid education is the use of technology for the purpose of teaching
and learning. These modalities offer instructors new ways of teaching with the
combined in-person and online interactions. Additionally, it is these same
technological learning tools that shape how students receive and thus learn
information within hybrid education. Research presented in this section illustrates
the benefits of such blended instruction - unique to the hybrid experience - as
having the potential to address various student-learning needs because of its
structure and features.
2.5.1.1 Flexibility

Hybrid education’s combination of in-person and online interactions inherits the
best qualities from both modes to provide students with a technologically enhanced
learning experience (Safar, 2013). The benefit of the hybrid model is the two
settings, which afford students flexibility during their educational lives. “The
potential of a blended approach is endless ... it can produce robust teaching and
learning environments and experiences” (p. 624). As previously mentioned,
students in hybrid classes are no longer constrained by the time and space
limitations of traditional course settings, but they are also not left isolated on the
web to work independent of personal interactions, as is the case in the fully online
setting (Beckwith & Cunniff, 2009; Olapiriyakul & Scher, 2006). Furthermore, the
hybrid model integrates learning technologies into the educational experience and
relies heavily on them to create a new learning space for different learning needs
and styles, wherein students can take control of the learning process (Biddix et a1.,
20


2014; Brunner, 2006). In this way, technological learning modalities advance the
learning experience for students because the structure’s flexibility molds them and
there is less rigidity.
Therefore, it is this blending of teaching strategies and styles that has become
beneficial to students in hybrid education. A strong foundation for fostering
learning environments could be built using blended learning and teaching
techniques (Safar, 2013). Also, the hybrid model allows for more ‘self-paced
learning” with “learner autonomy” in an environment that provides students more
control over how they receive and learn course content (Biddex, 2014). Meeting
the needs of students in this way could produce improved student learning
outcomes for institutions of higher education.
Additionally, research has demonstrated that the hybrid model meets student needs
in terms of how they receive and interpret information (Olapiriyakul, 2006).
Sullivan and Freishtat (2013) found that “the flexibility afforded to students about

when to engage in an online discussion, coupled with multiple opportunities for
engagement it provides, makes for improved learning and reflection”. The hybrid
model, therefore, maintains a crucial element for meeting different types of student
learning needs. Judy Block (2010) discovered that the value of distance education
- or hybrid - lies in its ability to provide students with expansion of both the
physical and online space/time, largely afforded by the use of technology. Thus,
the hybrid model allows students to understand course material through more than
one medium, locate it in more than one place, and access it more than once.
2.5.1.2 Community
Allowing students to learn at their own pace is accompanied by a sense of
community, as fostered through the hybrid setting (CFHE, 2013). Research on
hybrid education has investigated how the model creates community among all
participants involved. The unique blend of in-person and online interactions
expands on the relationships traditionally contained within the physical campus
classroom (Brunner L. D., 2006).

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Garrison and Akyol (2009) understood technology to be a crucial feature of hybrid
education and relayed that “in this modern educational context, the only practical
means of creating communities where students can meaningfully engage in
collaborative knowledge construction is through the use of instructional
technologies” (p. 25). ). It is the instructional technologies such as Zoom or Google
meet that allow students to connect with their peers and the instructors in ways that
reach beyond the institutional campus (Picciano G. A., 2009, p. 14). These learning
technologies then begin to foster a sense of community that many have observed
within hybrid courses and programs.
In 2003, Margie Martyn (2003) revealed how students in hybrid education use the
sense of community, in the hybrid model, to stay connected to other peers and

instructors. “The hybrid online model encompasses both face-to-face contact ...
and extensive computer-mediated communication through the use of extensive email, weekly synchronous chat, and asynchronous online threaded discussion” (p.
22). Through meaningful connections, unique to the hybrid setting, students are
able to enact new learning experiences that were not possible in the traditional
course, a more limited setting (McAndrew, 2010). ). Some research even suggests
the technology and interactions in online settings could potentially shape student
identity as they learn through the use of technological mediums (Ching C. C.,
2012). Thus, hybrid education, with its use of technological learning modalities,
or learning technologies, presents new opportunities for students and faculty to
exchange information and ideas in a collaborative learning environment that
expands the setting beyond the physical classroom.
Olapiriyakul and Scher (2006) focusing on reduced seat-time and media enhanced
teaching, revealed the impact of incorporating technology in hybrid education and
its benefits for building community between participants. The authors explained,
“the hybrid learning model is dependent upon the use of computers and network
technology to support out-of-class instruction” and “also encourages students to
participate in class for rich content and discussion” (p. 289). Thus, by merging two
forms of teaching styles - in-person and online - the hybrid course method enables
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more opportunities for students to engage in multiple interactions that connect
them back to the information and expose them to it more often. Consequently, a
more centralized and “strong learning community” is created in the hybrid setting.
and students have a unifying feature embedded in their learning experience that is
unique to this emerging model in higher education (Sullivan M. T., 2013 ).
2.5.1.3 Online Access
The hybrid course model’s online platforms and technologies expand the reach of
higher education by allowing students to access their course materials outside the
traditional campus classroom. An article released in the New York Times in 2010

mentioned the additional potential of online education to increase access to higher
education for the underprivileged, especially those in community colleges. The
author explained, “The online tool can help open up educational pathways to skills,
especially for low-income young adults” (Lohr, 2010). Similarly, Picciano ( 2006)
explored the impact of technology use in higher education and how it can aid
student access. He explained, “online learning is seen as an important means of
access for students who otherwise have difficulty attending traditional face-to-face
programs” (p. 9) and “online learning improved access as measured by more new
students enrolling in a specific college” (p. 100).
Adding to this perspective on online education and access, Thille (2010), wrote a
piece for the White House in which she presented the advantages of incorporating
the use of technology in education. While working on the Open Learning Initiative,
which implements the use of learning technologies with traditional teaching
methods, and conducting studies on the effects, Thille discovered that students in
a hybrid setting will actually learn the same amount of material in less than half
the time when compared to students in the traditional setting.
Thille’s research (2010) also revealed the cost of moving higher education online
and thus increasing access. “The advent of the personal computer, the Internet, and
the World Wide Web has led to a focus on delivery of traditional materials through
these new channels as a way to address the problem of access and cost” (p. 73).
The hybrid model uses learning technologies for the purpose of teaching and
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learning. This could expand access for students with regard to furthering their
education and alleviating costs, which could greatly benefit higher education as
well. Hybrid education which taking the aforementioned benefits into
consideration - could provide students access that is affordable, which would
positively impact their student learning experience in higher education.
2.5.2 Challenges of Technological Learning Modalities

While the hybrid course model does have many advantageous qualities for students
and their learning experience, there are also some challenges with the
technological learning modalities it employs. The challenges are important to
analyze when considering the potential impact on student learning outcomes. Most
challenges documented include the complications that arise with the use of
technologies and any dependencies formed (Jaffe, 2003; Ocak, 2010). The hybrid
course model can foster a reliance on technology for students and instructors via
the transfer of knowledge and materials, which presents some obstacles when
technology does not operate correctly (The Economist Intelligence Unit, 2008). In
fact, such technological difficulties have led to another very critical challenge for
instructors of hybrid courses regarding their utilization of technological learning
modalities.
The shift from the traditional course setting of only in-person interactions to the
integrative hybrid course setting has resulted in the evolution of the instructor role
(Ocak,

2010). Traditionally,

instructors only needed

to consider

the

implementation of curriculum and the delivery of information or discussions
within the physical classroom, but the hybrid model’s unique blended learning
environment challenges this operation (Garrison D. R., 2004). Each challenge is
further explored in the following sections in order to grasp the potential effects
hybrid education has on student learning experiences.
2.5.2.1 Technological and Developmental Support

The unique combination of in-person interactions with online interactions is
essentially what leads to a challenge for both students and instructors in the hybrid
setting. The learning technologies used to teach and learn can interrupt the
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