{"title":"Is hybrid teaching delivering equivalent learning for students in higher education?","authors":"Lewis A. Baker, Carol Spencely","doi":"10.1080/0309877X.2023.2183357","DOIUrl":null,"url":null,"abstract":"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.","PeriodicalId":47389,"journal":{"name":"JOURNAL OF FURTHER AND HIGHER EDUCATION","volume":null,"pages":null},"PeriodicalIF":2.3000,"publicationDate":"2023-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"JOURNAL OF FURTHER AND HIGHER EDUCATION","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/0309877X.2023.2183357","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
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.
期刊介绍:
Journal of Further and Higher Education is an international, peer-reviewed journal publishing scholarly work that represents the whole field of post-16 education and training. The journal engages with a diverse range of topics within the field including management and administration, teacher education and training, curriculum, staff and institutional development, and teaching and learning strategies and processes. Through encouraging engagement with and around policy, contemporary pedagogic issues and professional concerns within different educational systems around the globe, Journal of Further and Higher Education is committed to promoting excellence by providing a forum for scholarly debate and evaluation. Articles that are accepted for publication probe and offer original insights in an accessible, succinct style, and debate and critique practice, research, theory. They offer informed perspectives on contextual and professional matters and critically examine the relationship between theory and practice across the spectrum of further and higher education.