Is Hybrid Teaching Delivering Equivalent Learning for Students in Higher Education?

Autor/inn/en	Baker, Lewis A.; Spencely, Carol
Titel	Is Hybrid Teaching Delivering Equivalent Learning for Students in Higher Education?
Quelle	In: Journal of Further and Higher Education, 47 (2023) 5, S.674-686 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Baker, Lewis A.) ORCID (Spencely, Carol)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2023.2183357
Schlagwörter	Blended Learning; Computer Software; Foreign Countries; Physical Sciences; Science Instruction; Learner Engagement; Student Attitudes; Educational Environment; Cooperative Learning; College Students; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Natural sciences; Naturwissenschaften; Naturwissenschaft; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schülerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Kooperatives Lernen; Collegestudent; Großbritannien
Abstract	Hybrid approaches to teaching, where there is a proportion of online (asynchronous or synchronous) teaching as well as face-to-face synchronous teaching, were adopted almost ubiquitously by UK higher education institutions throughout the 2020/2021 academic year amidst disruption caused by national and international COVID-19 restrictions. One example of this was the introduction and use of software such as Microsoft (MS) Teams as a learning tool and platform to continue education provisions. As such, this study reports on the implementation of MS Teams to deliver a foundation year physical science curriculum within a hybrid learning context over the 2020/2021 academic year and within multiple learning contexts. In-built data analytics from MS Teams were used to measure student engagement and activity on the software. Additionally, a questionnaire was used to capture student perspectives of MS Teams and their use as a learning tool. These data show that the like-for-like replacement of face-to-face teaching with an online alternative within this hybrid approach did not produce a clear like-for-like learning environment for students, except in the case of small-group collaborations where students found clear utility for the platform. Significant thought needs to be given to the use of online and hybrid alternatives to traditional face-to-face instruction and, in order to facilitate student learning and engagement effectively, a bottom-up approach to redesign may be required instead of simply substituting teaching tools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01