Abstract:

The COVID-19 pandemic as well as the war situation in Israel has accelerated the adoption of hybrid learning in higher education, combining online and in-person instruction. This study investigates student and teacher preferences for various learning modes in academic English courses, focusing on hybrid learning, individual online learning, Zoom sessions, and traditional in-class learning. The research aims to identify the perceived advantages of each learning mode from both student and teacher perspectives.

A mixed-methods approach was employed to gather data from a sample of 100 students and 7 teachers. Students completed questionnaires designed to elicit their preferences and perceptions of the advantages of each learning mode. Semi-structured interviews were conducted with the teachers to gain deeper insights into their experiences and opinions.

Preliminary findings suggest that students have diverse preferences, with a significant proportion favoring hybrid learning due to its flexibility and the opportunity to engage in both online and face-to-face interactions. Individual online learning was appreciated for its self-paced nature and accessibility, while Zoom sessions were valued for their real-time interaction and ability to foster a sense of community. In-class learning remained popular among students who preferred direct face-to-face engagement and immediate feedback.

Teachers expressed a general preference for hybrid learning, highlighting its potential to cater to different learning styles and promote student autonomy. They also acknowledged the benefits of individual online learning for personalized instruction and the effectiveness of Zoom sessions for facilitating group discussions and collaboration. However, teachers emphasized the importance of in-class learning for building rapport and providing hands-on support.

This study contributes to the growing body of research on hybrid learning in academic English and offers insights into student and teacher preferences. The findings can inform the design and implementation of effective hybrid learning programs that capitalize on the strengths of various learning modes to enhance student engagement and outcomes.

Keywords:

Hybrid learning, academic English, student preferences, teacher preferences, learning modes.