About this paper

Appears in:
Pages: 7394-7404
Publication year: 2017
ISBN: 978-84-697-6957-7
ISSN: 2340-1095
doi: 10.21125/iceri.2017.1982

Conference name: 10th annual International Conference of Education, Research and Innovation
Dates: 16-18 November, 2017
Location: Seville, Spain

AN ANALYSIS OF BEST PRACTICES OF HYBRID TEACHING AND LEARNING: LESSONS LEARNED FROM A HYBRID SOUTH AFRICAN UNIVERSITY

J. Smith

Monash South Africa (SOUTH AFRICA)
Hybrid teaching and learning refers to the use of internet technologies to replace part or all of face-to-face contact in education. Although various 'best practices' for hybrid teaching and learning exists, most of these lack a pedagogical focus (McGee, 2014). The aim of this study was to evaluate a private university which embraced hybrid teaching and learning in its entirety, completely replacing in-person face-to-face classes. It also aimed to identify success stories and lessons learned that will assist other universities hoping to increase its own hybridity. In this qualitative, exploratory study the researcher conducted interviews (April and May, 2017) with academic, administrative and managerial staff members as well as students in geographically removed areas, to inquire about their respective challenges, success stories and lessons learned in a hybrid teaching and learning environment.

The specific research objectives were to identify challenges and successes experienced by academic staff, to identify alternative procedures and methods used by, and challenges experienced by, administrative staff, to identify and describe misconceptions about hybridity management held (before implementation), and to describe the student experience in terms of hybridity as an enabler of learning, as well as challenges experienced.

An interesting finding relates to the different perspectives provided by school leavers and working adults. Differences in terms of structure, class attendance and reasons for studying were prominent. Also, in some cases, the utilization of technology seemed to be more organic than prescribed. For example, students were reluctant to utilize online forums (which has been developed to encourage participation), but created private WhatsApp groups to keep in touch with one another.
@InProceedings{SMITH2017ANA,
author = {Smith, J.},
title = {AN ANALYSIS OF BEST PRACTICES OF HYBRID TEACHING AND LEARNING: LESSONS LEARNED FROM A HYBRID SOUTH AFRICAN UNIVERSITY},
series = {10th annual International Conference of Education, Research and Innovation},
booktitle = {ICERI2017 Proceedings},
isbn = {978-84-697-6957-7},
issn = {2340-1095},
doi = {10.21125/iceri.2017.1982},
url = {http://dx.doi.org/10.21125/iceri.2017.1982},
publisher = {IATED},
location = {Seville, Spain},
month = {16-18 November, 2017},
year = {2017},
pages = {7394-7404}}
TY - CONF
AU - J. Smith
TI - AN ANALYSIS OF BEST PRACTICES OF HYBRID TEACHING AND LEARNING: LESSONS LEARNED FROM A HYBRID SOUTH AFRICAN UNIVERSITY
SN - 978-84-697-6957-7/2340-1095
DO - 10.21125/iceri.2017.1982
PY - 2017
Y1 - 16-18 November, 2017
CI - Seville, Spain
JO - 10th annual International Conference of Education, Research and Innovation
JA - ICERI2017 Proceedings
SP - 7394
EP - 7404
ER -
J. Smith (2017) AN ANALYSIS OF BEST PRACTICES OF HYBRID TEACHING AND LEARNING: LESSONS LEARNED FROM A HYBRID SOUTH AFRICAN UNIVERSITY, ICERI2017 Proceedings, pp. 7394-7404.
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