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 Table of Contents CHAPTER INTRODUCTION 1.1 Background of the study 1.2 Statement of the problem 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 2.1 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 RESEARCH METHODOLOGY 31 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 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 CONCLUSION 61 5.1 Introduction 61 5.2 Conclusion 61 5.3 Recommendations 63 5.4 Limitations 64 5.5 Recommendations for future research 64 CHAPTER REFERENCES 73 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 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 CHAPTER INTRODUCTION With the inevitable coming of the Covid 19-pandemic 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 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, 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 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 5.3 Recommendations For the purpose of improvement, the effectiveness on students’ learning experiences, these recommendations are suggested One of the biggest challenges of hybrid courses according to students is the reduction in face-to-face meetings between peers and instructors, the students should communicate more frequently with their friends and be willing to ask questions to the teachers whenever possible They should talk and express themselves freely during online classes This could enhance the interactions among teachers and students which brings more positive results in studying The second challenge is problems regarding technological connection, in order to tackle this issue, the students should actively broaden their knowledge in terms of technological skills, they should try to practice more for better using in learning Regardless of the instructor’ roles, as the presence of learning technologies and the implementation of such learning mediums for the purpose of transferring knowledge interchangeably between online and face-to-face platforms plays an important role Thus, learning technologies need to be properly utilized to enhance the quality of student learning experiences inside higher education This is especially true for instructors who teach with and use these technologies to guide and manage the transmission of information to students The improper use can consequently negatively impact student learning experiences Similarly, the efficient use of learning technologies by course instructors could also greatly enhance student learning outcomes Therefore, it is the recommendation of the researcher that appropriate training be made available, if not mandatory, for any hybrid course instructors Additionally, this training should be accompanied by continuous technological support for hybrid course instructors The findings in this study, as well as in previous ones, clearly relay how crucial instructor interactions are for students within the hybrid model and this relationship must be supported Finally, for those who work as administrators or policy makers, the author suggests that hybrid learning concept should be practiced and encouraged to practice more frequently Administrators working in the educational field should raise the 63 awareness of people in hybrid learning due to its several benefits by enacting hybrid model to work primarily within school campus Moreover, the school’s curriculum also needs to raise fund for the implementations and the updates of this new learning concept by integrating more technological devices in terms of school’s infrastructure as well as the online system such as websites, apps, studying online platforms 5.4 Limitations This study also has some limitations Firstly, it is the background of this study, hybrid courses were conducted about 1–2 years ago during the lockdown of Covid19 pandemic, so the feedback of survey’ participants might be somehow not enough authenticity or clarity Secondly, the study is developed only on quantitative analysis In particular, the author delivered questionnaires for six English teacher and 66 students within the campus of Ho Chi Minh University of Law Therefore, the quantitative data from them might not represent for the whole population who might think differently about hybrid learning model Finally, those questionnaires in this study have not matched completely with those literature anticipated by the author in chapter also Future researchers should consider this context for the full scale of investigation 5.5 Recommendations for future research As such, instructor support should be considered just as crucial because it strongly impacts student learning This reality is at the core of any recommendations for further studies on the hybrid model, especially with regard to student learning experiences To investigate the need for adequate technological support and training for hybrid course instructors, the research on the hybrid model should shift its focus from students to instructors Future studies on hybrid education must widen the investigations to explore the experiences of the instructors in depth Prior studies on the hybrid model, including this one, have already revealed what can benefit and challenge student learning For this reason, a change in the direction of research on hybrid education is needed Future studies should focus less on determining the benefits and challenges of hybrid education and redirect the focus 64 to finding solutions to the already identified challenges impacting positive student learning experiences For example, studies should focus on what forms of training and continuous support are needed from hybrid instructors as well as what impedes the effectiveness of their instruction Future research on the hybrid model and student learning experiences should specifically identify what types of technical support improve the quality of hybrid education to then improve student learning experiences The link between the two is well documented and the impact should be made more positive or beneficial in the future This can be accomplished by supplying support to hybrid course instructors to enhance the teaching process impacting the learning process In addition, this support would address two crucial features of the hybrid model impacting student learning experiences: the learning technologies and instructor-student interactions It is, therefore, the hope of the researcher that this study will serve to support already existing data on the importance of both the efficient use of learning technologies and the significance of instructor-student interactions It is also hoped that this study will either inspire new explorations or strengthen current petitions for further investigations into what forms of training and continuous technological support are needed for hybrid course instructors for the purpose of delivering high quality teaching This is especially imperative considering that the instructor’s teaching has been shown to affect both the efficiency of learning technologies and student learning experiences situated within the hybrid model 65 APPENDIX A This survey aims at collecting the statistics of the questionnaires asking for students and teachers' views on hybrid learning Answers received shall be kept confidential and be used for the purpose of this research only SURVEY Section 1 Please indicate your gender: A Male B Female Which course are you in? A K44 B K45 C K46 Section How comfortable you feel using learning technology in your hybrid courses to successfully pass the course? A Not comfortable at all B Somewhat comfortable C Comfortable D Very comfortable How would you overall describe the learning technologies as they are used in combination with face-to-face interactions in your hybrid courses? A Obstructive B Confusing C Helpful 66 D Convenient E Additional support Based on your overall experience with hybrid learning courses, how well does the instructor facilitate the learning process when compared to your experience in traditional courses? A Not so good B Good to some extent C Better D A lot better E The same How frequently does the hybrid course model allow you to collaborate with other peers in the course compared to the traditional course model? A Not frequently at all B Somewhat frequently C Frequently D More frequently Which course model you prefer as better satisfying your learning needs to pass a class? A Traditional B Hybrid Please rate the overall learning experience in your current hybrid program: A Positive B Negative In the hybrid courses, have you taken thus far, the overall learning experience was effective? A Strongly disagree 67 B Disagree C Agree D Strongly agree The learning technologies used in the hybrid course have been effective for an overall positive learning experience A Strongly disagree B Disagree C Agree D Strongly agree Would you enroll in another hybrid program after completing your current one? A Yes B No 10 Please rate how beneficial each of the following hybrid course components are with regard to your learning experience (1: the least beneficial and 5: the most beneficial) 10.1 Flexibility with time and schedule 10.2 Access and affordability 10.3 Convenience with reduce to traveling to campus 10.4 Easily connect with classmates in many different ways 10.5 Combination of face-to-face and online interaction meets my need 11 What is the most challenging component of the hybrid course for your overall learning experience? (1: the least challenging and 5: the most challenging) 11.1 Figure out how to use the learning technology 11.2 Reduce in-person lecture time with instructor 11.3 Working with groups 68 11.4 Less in class face-to-face time 11.5 Technological problems with learning technologies APPENDIX B SURVEY In this survey the respondents are required to give marks on a scale from to relevant to options including “strongly disagree”, “disagree”, “partially agree”, “agree” and “strongly”, respectively Answers received shall be kept confidential and be used for the purpose of this research only Hybrid learning has a positive impact on students A B C D E Hybrid learning makes students autonomous A B C D E I believe that students can learn a language effectively by integrating the materials in the class with the online platform A B C D E Student can study with their own pace at online platform 69 A B C D E 5 Learning the content through the online activities is easier for students than faceto-face instruction A B C D E Models in the online platforms meet students ‘needs A B C D E Hybrid learning motivates students A B C D E Hybrid learning makes students responsible for the course A B C D 70 E Being able to practice through PC or mobile devices provides huge practicality for students A B C D E 10 I believe that students can learn English only through the printed materials A B C D E 11 Hybrid learning makes the course more communicative A B C D E 12 Hybrid learning helps learners develop receptive skills (listening – reading) A B C D E 13 Hybrid learning helps learners develop productive skills (speaking – writing) A B 71 C D E 72 CHAPTER REFERENCES Ally, M (2004) Foundations of Educational Theory for Online Learning Athabasca: Athabasca University Press Alonso et al (2005) An instructional model for web-based e-learning education with a blended learning process approach British Journal of Educational Technology Babb et al (2010) Constructing communication in blended learning environments: Students’ perceptions of good practice in hybrid courses MERLOT Journal of Online Learning and Teaching Bershin, J , (2004) The blended book of learning USA : Pfeiffer Publications Biddex, P J (2014) The Hybrid shift : Evidencing a student - driving restructuring of the college classroom (Vol 80) Computers and Education Bishop, J L (2013) The flipped classroom: A survey of the research ASEE Annual Conference and Exposition, Conference Proceedings Retrieved from https://doi.org/10.18260/1-2 2258 Boyle, T B., & Dowling, C G (2003) "Using blended learning to improve student success rates in learning to program" and "Do hybrid flex- ible delivery teaching methods improve accounting students’ learning outcomes? 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