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Hybrid Learning: Perspectives of Higher Education Faculty

Hybrid Learning: Perspectives of Higher Education Faculty

Nahed Abdelrahman, Beverly J. Irby
Copyright: © 2017 |Pages: 28
ISBN13: 9781522507833|ISBN10: 1522507833|EISBN13: 9781522507840
DOI: 10.4018/978-1-5225-0783-3.ch001
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MLA

Abdelrahman, Nahed, and Beverly J. Irby. "Hybrid Learning: Perspectives of Higher Education Faculty." Blended Learning: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2017, pp. 1-28. https://doi.org/10.4018/978-1-5225-0783-3.ch001

APA

Abdelrahman, N. & Irby, B. J. (2017). Hybrid Learning: Perspectives of Higher Education Faculty. In I. Management Association (Ed.), Blended Learning: Concepts, Methodologies, Tools, and Applications (pp. 1-28). IGI Global. https://doi.org/10.4018/978-1-5225-0783-3.ch001

Chicago

Abdelrahman, Nahed, and Beverly J. Irby. "Hybrid Learning: Perspectives of Higher Education Faculty." In Blended Learning: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 1-28. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-0783-3.ch001

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Abstract

Hybrid learning has been utilized as a transitional learning method to make advantage of both face-to-face and online learning platforms. In this article, the authors explored how faculty members perceive using simultaneously multiple platforms in higher education such as face-to-face, online, and hybrid platforms in teaching. In this study, the authors examined how faculty members defined hybrid learning. They also explored how the participants perceive both hybrid and online learning as vehicles for higher education advancement as well as strategies to attract more students to higher education. The purpose of this research was to develop an analytical overview of one of the learning approaches such as hybrid and its impact on higher education. The authors have interviewed ten faculty members in order to achieve this objective. The results illustrated that faculty members do not have one single definition of hybrid learning but rather they have multiple definitions. Faculty members also demonstrated that they support online learning because it achieves more accessibility to higher education, yet, they believe the face-to-face learning achieve more quality of education.

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