What makes learners a good fit for hybrid learning? Learning competences as predictors of experience and satisfaction in hybrid learning space

Abstract

Compared with fully face‐to‐face or online learning environments, implementation of hybrid learning spaces is costly given the spaces making all learning options available for learners. Therefore, decisions on investments in hybrid learning are critical for institutions. Satisfaction and experience of learners is one of the important indicators for assessing the cost‐effectiveness of learning space implementation; thus, predictions of learners' satisfaction and experience can inform institutions' decision making on learning space investments. Moreover, learning competences are found correlated with learners' satisfaction and experience in general and e‐learning settings. Therefore, the present study aimed at exploring predictive learning competences for hybrid learners' experience and satisfaction. A hybrid learning space was built upon a proposed model at Shanghai Open University. 211 students’ learning competences and their satisfaction and experience in the hybrid learning space were examined. The results showed that except cognitive engagement competence, most predictive competences were not significantly associated with hybrid learners' satisfaction and experience. The findings indicated that since hybrid learning keeps all options available, to experience satisfying learning, students need not have certain competences but cognitive engagement competence, which is correlated with learners' cognitive ability to figure out the right mix of learning options.

The Scale of Evaluating Instruction in Pandemic Process: Development, Validation, and Reliability

“…Considering the existence of future public health and safety concerns, this and similar scale studies are deemed necessary in education. As a matter of fact, multi-dimensional planning is needed to create both distance education and a hybrid learning environment efficiently (Xiao et al, 2020). Therefore, all education stakeholders should be taken into account with their needs (Koruyucu & Kabak, 2020).…”

The Change in Students’ Attitude towards Favourable and Unfavourable Factors of Online Learning Environments

“…Online learning tools help in establishing an effortless interaction between authentic and digital learning resources and at the same time offer personalised learning opportunities. Compared to fully face-to-face learning, e-learning involves lower educational costs and is considered to be more effective and time-saving [20,25]. Positive impacts could be seen in terms of usefulness and student satisfaction.…”

“…They lack an understanding of the limitations and weaknesses of e-learning, and some may have unreasonable expectations [20]. The students' expectations towards hybrid learning as well as satisfaction prediction are also rarely investigated [25]. Several studies have been carried out on the effectiveness of the use of an online learning environment [36,37], but students' attitude towards interferences with this use have been underresearched.…”

“…T.C. Reeves et al [39] clearly separate online learning from distance learning, while Xiao et al [25] connect it to hybrid learning.…”

Hybrid learning spaces––Design, data, didactics

“…Xiao et al . (2020) add a practical model for practitioners to realize a hybrid learning space that has a high level of flexibility in terms of time, space and pace of learning. They showed that cognitive engagement competence was significantly associated with hybrid learners' satisfaction and experience.…”