Abstract
This paper reports an evaluation on the effectiveness of hybrid teaching from the perspective of academics. A questionnaire survey was conducted, which was participated by a total of 86 academic staff from a university in Hong Kong. Based on their experience in hybrid teaching for more than one semester, feedback from the academics was collected which cover their responses on students’ learning effectiveness, experience in delivering hybrid teaching, and potential areas of improvement of the hybrid teaching practice. Feedback from the participating academics reveals an overall high level of readiness of them and their students in relation to handling technical matters and access of hybrid class materials. However, they reported that the students attending class online tended to have a lower level of learning motivation, engagement, and interaction with others compared with those attending class face-to-face. They also expressed the challenges in hybrid teaching, such as an increased workload for class preparation, difficulties in design of interactive teaching, monitoring of students’ progress, and paying attention to both face-to-face and online students simultaneously. They tended to prefer face-to-face teaching to hybrid teaching, and suggested ways to improve hybrid teaching such as the provision of hardware and software support and relevant professional development for enhancing students’ engagement online. The findings of this study contribute to revealing the challenges and potential areas for improving the practice of hybrid teaching, as well as the support which could help academics to deliver teaching in the hybrid mode effectively.
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The work described in this paper was partially supported by a grant from Hong Kong Metropolitan University (2021/011).
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Li, K.C., Wong, B.T.M., Kwan, R., Wu, M.M.F., Cheung, S.K.S. (2022). Evaluation of Hybrid Teaching Effectiveness: The Perspective of Academics. In: Li, R.C., Cheung, S.K.S., Ng, P.H.F., Wong, LP., Wang, F.L. (eds) Blended Learning: Engaging Students in the New Normal Era. ICBL 2022. Lecture Notes in Computer Science, vol 13357. Springer, Cham. https://doi.org/10.1007/978-3-031-08939-8_23
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