Abstract:

Shifting to the hybrid models in education without adequate preparation due to the pandemic remains a challenge to address. Hybrid model is defined as blending face to face and online education. Under the United Nations Sustainable Development Goals, in particular goal 4, which aims quality education, inclusion is supposed to be a priority. However, digitalization in education sometimes prevents students from having equal access to education. Although there are many types of hybrid models which may be useful to overcome inequality issues, we are still looking for suitable hybrid models. Therefore, this study seeks to uncover the problems of hybrid education through exploring the perceptions of teachers and students on hybrid model in prep school for English. In this qualitative case study, teacher and student interviews, focus groups and observations were conducted to examine how they perceive hybrid model implemented. 2 different classes (N:50) were observed and recorded for 3 hours face to face and 10 hours online each, by using observation checklists. In the checklist, different dimensions were evaluated such as attendance, participation (voluntarily/teacher directed), following instructions, completing tasks, involving in group work and for online classes additionally camera on/off were analysed. In addition, interviews with 4 students and 2 teachers and also 2 focus groups with 6 students from each of these classes were held to explore the challenges of the hybrid model. The data is analysed using content analysis. The themes derived from the content analysis were challenges, motivation, attitudes of students and teachers, physical conditions, and assessment types. According to the data from the interviews and focus groups, one of the most important challenges for students and teachers was the length of the online classes because they have 5 hours of online classes for 2 days a week. Also, teachers and students state that the methodology used in online classes should be different from face to face classes. Regarding motivation, students complain about not having self-regulation skills because during online classes they are easily distracted with other activities such as social media or the other students in the dormitory room or family members at home. In terms of physical conditions, students and teachers complain about the internet infrastructure and not having sufficient internet. For the assessments, both state that cheating during the online exams is common. On the other hand, class observations indicate that students tend to join face to face classes more. They participate in the lesson voluntarily during face to face classes. Students never turn on their cameras and their microphones unless the teacher calls their name during the online classes but the teachers always teach with their camera on. Most of the online class hours, the teacher is more active and students have difficulty in following instructions but students are involved in group works. In conclusion, this study suggests digital poverty is the main problem because the students and teachers have problems accessing the internet and lack of digital literacy to perform online education. Also, students think that online classes are not fruitful and they think that educators should find better ways to engage students.

Keywords:

Hybrid education, online education, face to face education, digital poverty.