TY - GEN
T1 - The Publication Patterns and Research Issues of Hybrid Learning
T2 - 2022 International Symposium on Educational Technology, ISET 2022
AU - Wong, Billy T.M.
AU - LI, Kam Cheong
AU - Chan, Hon Tung
AU - CHEUNG, King Sing
N1 - Funding Information:
Acknowledgment. The work described in this paper was partially supported by the grants from Hong Kong Metropolitan University (2021/011 and RIF/2021/04).
Publisher Copyright:
© 2022 IEEE.
PY - 2022
Y1 - 2022
N2 - This paper reports a review study on hybrid learning which features the provision of face-to-face and remote learning in a synchronous manner. The study focused on identifying the patterns of publications on hybrid learning in terms of their sources, countries/regions, levels of education, and subject disciplines, as well as the major research issues. It covered a total of 46 articles collected from Scopus and published from 2012 to 2021. The results show an increasing trend of publications on hybrid learning in recent years. Relevant research was conducted more frequently in the United States, China and Canada, at the tertiary education level, and in the subject disciplines of language, engineering, and technology. Five major research issues were identified, namely-i) teacher and student experiences and behaviours in hybrid learning, ii) teacher and student perceptions of hybrid learning, iii) the impacts, benefits and challenges of hybrid learning, iv) the features of hybrid learning, and v) the effectiveness of hybrid learning. The findings contribute to revealing the state of the art in hybrid learning as well as the potential areas for future research, such as the effects of pedagogies for hybrid learning in subject disciplines of diverse nature, types of learners' support, and the factors affecting the effectiveness of hybrid learning.
AB - This paper reports a review study on hybrid learning which features the provision of face-to-face and remote learning in a synchronous manner. The study focused on identifying the patterns of publications on hybrid learning in terms of their sources, countries/regions, levels of education, and subject disciplines, as well as the major research issues. It covered a total of 46 articles collected from Scopus and published from 2012 to 2021. The results show an increasing trend of publications on hybrid learning in recent years. Relevant research was conducted more frequently in the United States, China and Canada, at the tertiary education level, and in the subject disciplines of language, engineering, and technology. Five major research issues were identified, namely-i) teacher and student experiences and behaviours in hybrid learning, ii) teacher and student perceptions of hybrid learning, iii) the impacts, benefits and challenges of hybrid learning, iv) the features of hybrid learning, and v) the effectiveness of hybrid learning. The findings contribute to revealing the state of the art in hybrid learning as well as the potential areas for future research, such as the effects of pedagogies for hybrid learning in subject disciplines of diverse nature, types of learners' support, and the factors affecting the effectiveness of hybrid learning.
KW - Hybrid learning
KW - flexible learning
KW - hybrid teaching
UR - http://www.scopus.com/inward/record.url?scp=85138384508&partnerID=8YFLogxK
U2 - 10.1109/ISET55194.2022.00036
DO - 10.1109/ISET55194.2022.00036
M3 - Conference contribution
AN - SCOPUS:85138384508
T3 - Proceedings - 2022 International Symposium on Educational Technology, ISET 2022
SP - 135
EP - 138
BT - Proceedings - 2022 International Symposium on Educational Technology, ISET 2022
A2 - Lee, Lap-Kei
A2 - Hui, Yan Keung
A2 - Mark, Kai Pan
A2 - Lu, Angel
A2 - Li, Qing
Y2 - 19 July 2022 through 22 July 2022
ER -