The Perception of Faculty Members on Hybrid Learning: A Naturalistic Case Study

The Perception of Faculty Members on Hybrid Learning: A Naturalistic Case Study

Nahed Abdelrahman (Texas A&M University, USA) and Beverly J. Irby (Texas A&M University, USA)
Copyright: © 2017 |Pages: 28
DOI: 10.4018/978-1-5225-0783-3.ch077
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Abstract

In this chapter, the authors examine the perceptions of faculty using online and hybrid platforms in teaching. Hybrid/blended is a method in which faculty members use both online and face-to-face simultaneously. The study examined how faculty participants defined hybrid learning. In addition, researchers examined what the participants' thought of hybrid and online learning as vehicles for higher education advancement as well as strategies to attract more students to higher education. The main objective of this study is developing an analytical overview of one of the learning approaches such as hybrid and its effect on the learning process in the higher education. Ten faculty members were interviewed in order to achieve this objective. The results revealed that faculty members have multiple definitions of hybrid as it is not only teaching using face-to-face and online platforms but rather it is a way both teachers and students can meet their teaching and learning needs.
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Background

Hybrid learning and blended learning are two terms usually referring to one concept. They are usually used to define a mixture of two or more techniques of instructions. Olapiriyakul and Scher (2006) described blended or hybrid learning as the use of “mixed mode of instruction, formally combining traditional face-to-face instruction and pure online learning” (p.288). However, Hinterberger, Fassler, and Bauer-Messer (2004) argued that blended and hybrid do not describe the same term. For those researchers, hybrid learning is a method with which distance education is the main focus that is supported with traditional education, but blended learning refers to the best practice of old and new pedagogy combined.

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