Abstract:

Hybrid education, defined as that environment that combines face-to-face and online learning, emerges in the university field as an alternative to overcome the main insufficiencies of the exclusively online environment. The main target of this new hybrid learning format is to optimize the use of two environments (face-to-face and online), and to identify the best methodologies to enhance and develop its particularities. In this paper we will evaluate two main questions:
(i) the potential preference for the hybrid education over the exclusively online, and
(ii) the satisfaction on the implementation of the Flipped Classroom methodology (FC) over other more traditional methodologies.

When evaluating these issues, we have realized that studies about these topics focus on the students’ opinions, whereas the teachers’ opinions have been sparsely studied. Thus, in this investigation we will analyze teachers’ satisfaction with the hybrid environment and the FC methodology, as well as the main reasons for their preference.

Our research has been conducted by using information from 16 hybrid classrooms in two different higher education institutions (Universidad Europea de Madrid in Spain, and Kendall College in USA) during the last two quarters of the 2016/2017 academic year. In addition, we have carried out both quantitative (closed surveys) and qualitative (focus group) methods in order to obtain and analyze relevant information of the teachers of these classrooms.

First, we asked to our teachers if they prefer to work in hybrid or purely online environments. The results show a greater preference for the hybrid learning. The main reasons of this preference are related to the better resolution of doubts and the greater ability of solving them in the face-face classes. Moreover, teachers also emphasize that this new learning environment generates a better active learning process in students. Second, and regarding the implementation of the FC methodology over other more traditional approaches (i.e. those that use face-to-face classes to explain theoretical concepts and online sessions to practice), the results reveal again a greater preference for the first one. The reasons that explain this preference for the FC methodology are related to the better practical application of the course, which allows students to increase the interest in the subject. With respect to the small percentage of teachers who prefers other more traditional methodologies, the reasons of their preference are not clearly identified.

Finally, teachers had to also evaluate the proportion between face-to-face and online hours of the course in order to maximize learning objectives. The results obtained shows that teachers prefer a higher number of face-to-face classes. Specifically, this greater number of in-person sessions would allow to increase the individual work with the students and to improve the relationships among themselves, as well as to consolidate practical concepts of the course.

In conclusion, the results of this study show a clear preference by teachers for the hybrid environment as an important instrument to improve the weak points of the purely online learning. Additionally, our findings also support the implementation of the FC methodology in the higher education classrooms, emphasizing its crucial role in taking advantage of the benefits derived from hybrid environments.

Keywords:

Hybrid Education, Flipped Classroom, Research Education, Educational Innovation.