Use of Hybrid Learning in School Education in France

Касторнова, В. А.; Gerova, Natalya Viktorovna

doi:10.1109/tele52840.2021.9482527

Cited by 9 publications

(5 citation statements)

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“…The results of this study indicate an accelerated trend towards hybrid learning, which is not limited to universities in the United States alone. Kastornova and Gerova (2021) have observed similar transitions towards hybrid learning modes in other international campuses as well. Therefore, we believe that some of the behavioral changes observed in this study may also be applicable to other countries.…”

Section: Discussionsupporting

confidence: 57%

COVID-19 and campus users: A longitudinal and place-based study of university mobilities in Texas

Song,

Lee,

Tao

et al. 2023

Sustainable Cities and Society

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Section: Discussionsupporting

confidence: 57%

COVID-19 and campus users: A longitudinal and place-based study of university mobilities in Texas

Song,

Lee,

Tao

et al. 2023

Sustainable Cities and Society

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“…Consequently, Looi et al (2022) have emerged as a viable solution to support online education, allowing for virtual monitoring and utilization of datasets and providing a practical framework for sharing and collaborating between teachers and students. Proficiency in learning, writing, designing, and formatting messages and other pertinent information is a crucial component of online education (Kastornova & Gerova, 2021). Although chat software allows students to use a diverse range of internet service providers, most remote undergraduates prefer a written mode of communication (Muhammad, 2021).…”

Section: Literature Reviewmentioning

confidence: 99%

Transformative learning experiences: An empirical analysis of hybrid learning effectiveness in management education in Sri Lanka

Huang,

Kumarasinghe,

Rathnayake

et al. 2024

J. Infras. Policy. Dev.

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Hybrid learning (HL) has become a significant part of the learning style for the higher education sector in the Sri Lankan context amidst the COVID-19 pandemic and the subsequent economic crisis. This research study aims to discover the effectiveness of hybrid learning (EHL) practices in enhancing undergraduates’ outcomes in Sri Lankan Higher Educational Institutions (HEIs) management faculties. The data for the study were gathered through an online questionnaire survey, which received 379 responses. The questionnaire contained 38 questions under four sections covering independent variables, excluding demographic questions. The results indicate that hybrid learner attitude, interaction, and benefits of hybrid learning positively impact the effectiveness of hybrid learning. The results remain consistent even after controlling for socio-demographic factors and focusing only on students employed during their higher education. The study concluded that employed students have a higher preference for the effectiveness of hybrid learning concepts, and the benefits of hybrid learning play a crucial role in enhancing the effectiveness among undergraduates. The study analyzes COVID-19’s impact on higher education, proposing hybrid learning and regulatory frameworks based on pandemic experiences while stressing the benefits of remote teaching and research.

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“…Some preparation recommendations include facilities, proactive contact with teachers, and parents not adding to the burden by expecting maximum results from students, developing parenting strategies, motivating students, and maintaining positive communication [22]. Similarly, research findings in France indicated that various elements, such as teachers, students, and even leaders, needed to reconsider in order to optimize the adaptation of this learning method [23].…”

Section: Introductionmentioning

confidence: 99%

Context input process product evaluation of hybrid learning practices in Indonesian universities

Suryanto,

Aman,

Yuliana

et al. 2024

IJERE

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<span lang="EN-US">The transformation of post-pandemic learning at Indonesian universities is becoming increasingly diverse. Several universities use hybrid learning models to implement hybrid learning practices. The purpose of this study is to assess the hybrid learning process at two Indonesian universities. The context input process product (CIPP) evaluation model is used in this study as part of a mixed method. Quantitative methods are used to get an overview of student and lecturer responses, whereas qualitative methods are used to dig deeper into data about hybrid learning practices. This study included 341 students and 22 lecturers from both universities. Techniques for collecting data include questionnaires, interviews, observation, and documentation studies. The data was analyzed using learning theories. The study’s findings indicate that hybrid learning practices are performing well. The readiness of university infrastructure, as well as the readiness of students and lecturers, determines the success of hybrid learning implementation. In practice, however, some lecturers tend to use face-to-face or online learning practices exclusively to fill gaps in the hybrid learning process. This study suggests that universities investigate an effective model for implementing hybrid learning.</span>

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Use of Hybrid Learning in School Education in France

Cited by 9 publications

References 0 publications

COVID-19 and campus users: A longitudinal and place-based study of university mobilities in Texas

COVID-19 and campus users: A longitudinal and place-based study of university mobilities in Texas

Transformative learning experiences: An empirical analysis of hybrid learning effectiveness in management education in Sri Lanka

Context input process product evaluation of hybrid learning practices in Indonesian universities

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