Louise Gae Quiambao - Classwork #1 EDUC 217.docx

**Analyzing Distance and Hybrid Learning Models in Higher Education** ===================================================================== Louise Gae V. Quiambao College of Education -- Graduate Studies, Rizal Technological University EDUC 217: Pedagogies of Distance and Hybrid Learning Dr. Aph...

**Analyzing Distance and Hybrid Learning Models in Higher Education** ===================================================================== Louise Gae V. Quiambao College of Education -- Graduate Studies, Rizal Technological University EDUC 217: Pedagogies of Distance and Hybrid Learning Dr. Aphril A. Alcalde September 28, 2024 **Analyzing Distance and Hybrid Learning Models in Higher Education** ===================================================================== Education has undergone a significant transformation in the past years and particularly evolved by the recent pandemic. Both distance and hybrid learning models were used an alternative to traditional learning model. These learning models offered not only accessibility to education but also flexibility to study anywhere and anytime. **Purpose of the Research** The primary purpose of this research is to analyze the research findings in distance and hybrid learning models in the higher education. This research seeks to describe the similarities and differences of the learning models applied in higher education. **Scope of the Research** The research will focus on the research findings on higher education institutions that have applied distance and hybrid learning models in the last 10 years. **Distance Learning Model Studies** =================================== The transition to distance learning model has transformed the educational system especially in the higher education institutions. As institutions shift to distance learning model, it is important to analyze research findings that will help in effectiveness and improve educational practices and learning outcomes. 1. ***[The Ambivalence About Distance Learning in Higher Education]*** **Author/s:** Di Xu & Ying Xu **Abstract:** Over the past two decades, online education in US higher education has grown significantly, with college administrators broadly supporting this trend. While online learning offers increased access to college, particularly for adult learners with other responsibilities, it also presents challenges. Research indicates that online courses can sometimes negatively impact student outcomes, especially for those who are less academically prepared, potentially worsening educational inequities. High-quality online courses with strong student support and interaction tend to be more expensive to develop and run compared to traditional face-to-face courses. Effective practices for enhancing online education include strategic course offerings, robust student counseling, increased interpersonal interactions, and faculty development. **Conclusions:** - [Expansion of Access]: Online education has the potential to broaden access to higher education, especially for adults with busy schedules and responsibilities, and can facilitate workforce development by enabling return to education. - [Institutional Benefits:] Online courses allow colleges to offer additional classes and programs, enhancing student access to required courses and potentially increasing educational opportunities. - [Learning Outcomes]: On average, students may learn less effectively in online courses compared to face-to-face classes, with online learning often being more prevalent in nonselective institutions that serve underrepresented and lower socioeconomic groups. - [Educational Inequality]: Online courses can exacerbate existing educational inequities, particularly for students who are academically less prepared and may struggle with self-directed learning required in online settings. - [Misconceptions and Performance Issues:] Some students choose online courses due to misconceptions about the challenges of distance learning, leading to performance decrements without benefiting from the flexibility. **Recommendations:** - [Support for Diverse Needs]: Develop targeted support systems for students who are less academically prepared or from underrepresented groups to address the challenges of online learning. - [Benchmarking and Quality Assurance]: Institutions should invest in benchmarking the quality of online courses and ensure they meet high standards of effectiveness, including effective interpersonal interaction opportunities. - [Instructor Support:] Recognize and address the substantial time commitment required from instructors to maintain high levels of interaction and support in online courses. This includes regular communication, timely responses, and personalized feedback. - [Flexible Options:] Provide a range of learning options to accommodate different student needs, including both online and face-to-face courses, to balance flexibility and learning outcomes. - [Ongoing Research:] Continue researching the overall impact of online education on human capital accumulation and educational outcomes to better understand and address the varying effects across different student subgroups. ***[2. Perceptions regarding Distance Learning in Higher Education, Smoothing the Transition]*** **Author/s:** Ardita Todri, Petraq Papajorgji, Howard Moskowitz, Francesco Scalera **Abstract:** The paper explores perceptions of distance learning through an online survey conducted with students and professors from universities in the Mediterranean basin, including Albania, Italy, Morocco, Algeria, and other African countries. Participants had not experienced distance learning before the COVID-19 pandemic. The findings indicate that distance learning shifts many responsibilities from professors to students, highlighting the need for emotional support and maintaining interaction among students and between students and professors. The study underscores the importance of effectiveness and interactivity in distance learning, suggesting that future developments should emphasize these aspects. At the time of the study (2020), distance learning was seen primarily as a supplementary approach to traditional in-person education, with the professor\'s role remaining crucial as a guide throughout the process. **Conclusions:** - [Rational Thinking and Individual Learning:] Distance learning encourages students to adopt rational thinking and is more suited for individuals who are already employed. It tends to promote a more individual learning approach. - [Need for Interaction:] Effective distance learning platforms must incorporate interaction similar to traditional classroom settings to enhance engagement and learning outcomes. - [Complementary Role]: Distance learning is perceived as a useful complement to in-person education rather than a complete replacement. It is seen as beneficial primarily when used alongside traditional methods. - [Professor\'s Role:] Professors\' guidance remains crucial in distance learning to support rational thinking and to provide necessary assistance, reinforcing the need for strong instructor involvement even in virtual environments. - [Enhanced Learning Experience:] While distance learning offers flexibility and convenience, it should not replace traditional learning but rather enrich it by integrating virtual and augmented reality tools and providing practical, real-world experiences. **Recommendations:** - [Develop Telematic Education Strategies]: Higher education institutions should design and implement ambitious online education strategies that offer practical support for students and professors, integrating both distance and traditional learning approaches. - [Ensure Interaction:] Distance learning platforms should facilitate meaningful interactions among students and between students and professors to maintain engagement and support. - [Continuous Training:] Provide ongoing training for both students and professors to improve the effectiveness and usability of distance learning tools and strategies. - [Combine Learning Methods:] Use distance learning as a complementary tool to traditional education, incorporating it into classroom activities to enhance the overall educational experience. - [Leverage Technology:] Explore and integrate advanced technologies such as virtual and augmented reality to enrich the educational experience without imposing additional costs on institutions. 3. ***[Sink or Float: Experiencing Distance Learning Education through the Lens of College Students ]*** **Author/s:** Vivian Grace L Kitongan, Joselito C Gutierrez **Abstract:** At the onset of the pandemic, schools in the Philippines offered online classes for those with internet access and correspondence-based learning (CBL) for those without. This study investigated the experiences of college students using the CBL modality through a phenomenological approach. Findings: - Difficulties (Sinkers): Students faced challenges such as a difficult learning environment, lack of scaffolding, and mental struggles. - Positive Experiences (Floaters): Support from family, mentors, and dependency on available resources helped students persevere. Despite ongoing challenges that hindered the achievement of quality education, the positive aspects of CBL supported students in reaching their educational goals. The study aims to improve curriculum design and implementation for distance learning, particularly for those relying on modules in the Philippine education system. **Conclusions:** - [Persistent Challenges]: Students using correspondence-based distance learning during the pandemic continue to face significant difficulties, including issues with the learning environment, insufficient scaffolding, and mental health struggles. - [Positive Experiences]: Positive aspects, such as support from family and mentors, provide valuable insights into effective teaching approaches and distance learning delivery. - [Pandemic-Specific Issues]: The challenges faced are specific to the COVID-19 pandemic, and the findings may not be generalizable to other contexts or future situations. **Recommendations**: - [Address Challenges:] Curriculum designers and implementers should address the key difficulties identified---such as learning environment issues, scaffolding shortages, and mental health challenges---in the redesign and implementation of distance learning curricula. - [Utilize Positive Feedback:] Incorporate the positive experiences reported by students into the evaluation and development of teaching approaches and distance learning methods. - [Consider Pandemic Context]: Recognize that the difficulties are pandemic-related and may differ under normal circumstances. Future planning should consider these unique factors. - [Broaden Research Scope:] Conduct further research with a larger and more diverse sample, including different universities and stakeholders like parents and mentors, to gain a more comprehensive understanding of distance learning experiences. - [Apply Lessons Learned:] Use the insights gained during the pandemic to improve both distance and face-to-face learning experiences, ensuring that lessons learned lead to meaningful enhancements in educational practices. **Hybrid Learning Model Studies** ================================= Hybrid learning studies in higher education provide valuable insights into the effectiveness, challenges, and opportunities associated with blended learning models. By examining various aspects, from student outcomes and satisfaction to technological advancements and instructor preparation, these studies contribute to a comprehensive understanding of how hybrid learning can be optimized to meet the evolving needs of higher education institutions and their students. 1. ***[Investigation of the Effectiveness of Hybrid Learning on Academic Achievement: A Meta-Analysis Study]*** **Author/s:** İbrahim Yaşar Kazu & Cemre Kurtoğlu Yalçın **Abstract:** Hybrid learning, which combines traditional face-to-face and online teaching, has gained popularity due to advancements in technology. To evaluate its effectiveness, a study analyzed 45 research findings from 44 quantitative studies published between 2010 and 2020. Using the Comprehensive Meta-Analysis (CMA) program, the study found that hybrid learning significantly improves students\' academic achievements (effect size d = 1.032). Among various factors, only the academic discipline was a significant moderator. Biology showed the highest effect size, followed by science. The study suggests areas for future research based on these findings. **Conclusions:** - [Hybrid Learning Effectiveness]: Hybrid learning, which integrates face-to-face and online education, shows a significant positive impact on students\' academic achievements. - [Disciplinary Variability]: The effectiveness of hybrid learning varies by discipline, with biology and science disciplines showing the highest impact. - [Large Effect Size]: The overall effect size of hybrid learning on academic achievement is high, indicating substantial benefits. **Recommendations:** - [Encourage Hybrid Learning:] Educational institutions should promote the use of hybrid learning approaches and invest in the necessary infrastructure and resources to support this model. - [Focus on Specific Disciplines]: Given the higher effectiveness in biology and science, special emphasis should be placed on implementing hybrid learning in these subjects to maximize academic gains. - [Further Research:] Future studies should continue to explore the effects of hybrid learning, considering variables such as publication type, education level, and intervention duration, to provide deeper insights and refine the model. 2. ***[Perception of Students in Online and Hybrid Learning: Experiences in the Transition Pre-and Post-Pandemic in PH University]*** **Author/s:** Albert A. Lagrimas **Abstract:** The study examines the shift from online to hybrid learning in the Philippine educational system, which experienced 31 months of full online education due to the COVID-19 pandemic. Schools in the Philippines, key to modernization and development, began reopening in November 2022, prompting a transition to hybrid learning. The study aimed to assess student perceptions of both online and hybrid learning methods and identify factors influencing this transition. Conducted with 188 out of 367 tertiary students from a college in Manila, the research utilized a custom questionnaire administered via Google Forms. Analysis involved descriptive statistics, average means, and a dependent t-test to evaluate differences in perceptions related to teaching materials, strategies, and support. ***Conclusions:*** - [Effectiveness of Online and Hybrid Learning:] Both online and hybrid learning methods have been effective in continuing education during the pandemic, with a mean score of 4.0 and a significant p-value of 0.037, indicating notable differences in learning experiences. - [Adequacy of Materials:] The materials used in online and hybrid learning were found to be sufficient for student needs, with a mean score of 3.9. Presentations and well-prepared instructional materials significantly contributed to maintaining student interest. - [Impact of Strategies]: Strategies employed in online learning (mean score of 4.11) and hybrid learning (mean score of 3.95) were significant, as indicated by a very low p-value (0.00002133). Effective strategies included interactive discussions, clear schedules for synchronous and asynchronous classes, and varied presentation methods. - [Support During Learning]: Support mechanisms were deemed satisfactory in both online and hybrid learning environments, with a mean score of 4.0. Key aspects included the ability for students to ask questions, respectful teacher interactions, and health guidance related to COVID-19. - [Transition Challenges:] Students experienced challenges during the transition from online to hybrid learning, with a mean score of 3.96. Despite these difficulties, students expressed a preference for face-to-face classes over online learning for more effective learning experiences, with a mean score of 3.50. **Recommendations:** - [Enhance Material Utilization:] Continue using and improving presentation materials to engage students effectively. Ensure that materials are updated and presented in a manner that aligns with the SMART criteria (Specific, Measurable, Achievable, Relevant, Time-bound). - [Refine Teaching Strategies:] Maintain and enhance effective teaching strategies, such as interactive questioning, flexible scheduling for synchronous and asynchronous classes, and diverse presentation methods. Regularly assess and adapt strategies based on student feedback. - [Strengthen Support Systems]: Ensure that support systems are robust, including accessible avenues for students to ask questions, receive respectful and clear instructions from teachers, and get timely health advice related to COVID-19. - [Address Transition Issues:] Develop targeted interventions to address difficulties students face during the transition from online to hybrid learning. Provide additional support and resources to ease the adjustment period. - [Consider Preferences for Face-to-Face Learning]: Explore options to integrate more face-to-face learning opportunities where feasible, to align with student preferences and enhance learning effectiveness. 3. ***[A Case Study of Hybrid Learning in Higher Education Using Quantitative Research Design]*** **Author/s:** Angela Daniela La Rosa, Anna Mavroudi **Abstract:** The paper addresses a gap in research on synchronous hybrid education by presenting a case study that uses a quasi-experimental design and student performance data. Despite the widespread adoption of hybrid teaching in higher education, there has been limited empirical research focusing on quantitative measures. The study\'s analysis revealed no significant difference in final exam performance between students participating in hybrid learning remotely and those attending in-person classes, despite prior research suggesting that remote learners might not perform as well as their in-class counterparts. This unexpected finding suggests that further investigation into hybrid learning outcomes is needed. **Conclusions:** - [Limited Empirical Research]: There is a scarcity of empirical studies focusing on synchronous hybrid education, particularly those using quantitative measures like student performance data. - [No Significant Performance Difference]: The case study found no significant statistical difference in final exam performance between students in hybrid learning environments and those attending classes in person, despite previous research suggesting potential performance disparities. - [Large Effect Size]: Although no significant difference was found, the study reported a large effect size, indicating a meaningful impact that could warrant further exploration. - [Contradictory Findings]: The study\'s results are unexpected given prior research, which typically indicates that students participating remotely in hybrid courses may have a less effective learning experience compared to in-person students. **Recommendations:** - [Increase Empirical Research:] Conduct more quantitative studies on synchronous hybrid education to build a comprehensive understanding of its impact on student performance. This should include diverse educational settings and larger sample sizes. - [Investigate Discrepancies:] Explore the reasons behind the lack of significant performance differences found in this study, especially in light of conflicting research. This could involve examining factors such as teaching methods, technology use, and student engagement. - [Evaluate Hybrid Learning Effectiveness:] Assess other aspects of the hybrid learning experience beyond performance metrics, such as student satisfaction, engagement, and learning outcomes, to get a fuller picture of its effectiveness. - [Optimize Hybrid Learning Models:] Use the findings to refine and improve hybrid learning models, ensuring they support effective learning experiences for both remote and in-person students. - [Monitor Long-Term Outcomes:] Track long-term student performance and experiences in hybrid learning environments to understand how these models impact learning over time and across different contexts. **Similarities and Differences** ================================ These studies collectively provide a broad perspective on various educational modalities, each contributing unique insights into the effectiveness, challenges, and perceptions of online, distance, and hybrid learning. While they share common themes of evaluating student experiences and effectiveness, they differ in their methodologies, contexts, and specific focus areas. Understanding these similarities and differences helps in forming a comprehensive view of how various learning approaches impact education across different settings. **Key Similarities in Findings** [Focus on Learning Modalities] All six studies explore various learning modalities---online education, distance learning, hybrid learning, and correspondence-based learning (CBL). They aim to understand how these methods impact student experiences and outcomes. [Impact on Student Experience:] Each study examines the impact of the learning modality on students, whether through engagement, performance, or satisfaction. They investigate how different approaches affect students\' learning experiences and outcomes. [Challenges and Opportunities:] All studies recognize that different educational approaches come with both challenges and opportunities. They identify specific difficulties (e.g., lack of support, technology issues) and positive aspects (e.g., flexibility, enhanced interaction) of the respective learning methods. [Importance of Interaction and Support:] A common theme is the need for adequate student support and interaction. Whether it's through robust online support systems or maintaining strong professor-student interactions in distance learning, effective student support is highlighted as crucial for success. [Effectiveness of Educational Approaches:] The studies seek to measure or evaluate the effectiveness of various educational methods. They explore how well these approaches meet educational goals and impact student learning and satisfaction. **Key Differences in Findings** [Impact on Student Outcomes:] [Perceptions and Responsibilities:] Study 2 highlights a shift in responsibilities in distance learning and emphasizes the need for support, while Study 3 focuses on specific challenges and positive experiences of students using CBL in the Philippines. [Costs and Resources:] Study 1 mentions the higher cost of developing and running high-quality online courses, while Study 3 and Study 5 focus on practical aspects of implementing learning modalities and student feedback. [Technological and Disciplinary Variations:] Study 4 examines the effectiveness of hybrid learning across different disciplines, with biology showing higher effectiveness, whereas other studies focus on specific educational contexts and modalities. [Methodology and Context:] Study 4 uses a meta-analysis to evaluate effectiveness across studies, Study 5 assesses perceptions during a transition period, and Study 6 provides empirical data on synchronous hybrid education, highlighting methodological differences. **References** ============== Lagrimas, A. (2023). PERCEPTION OF STUDENTS IN ONLINE AND HYBRID LEARNING: EXRIENCES IN THE TRANSITION PRE-AND POST-PANDEMIC IN PH UNIVERSITY. *International Research Journal of Modernization in Engineering Technology and Science*. La Rosa, A. D., & Mavroudi, A. (2022). A case study of hybrid learning in higher education using quantitative research design. *8th International Conference on Higher Education Advances (HEAd'22)*. Kazu, I. Y., & Yalcin, C. K. (2022). Investigation of the effectiveness of hybrid learning on academic achievement: A meta-analysis study. *International Journal of Progressive Education, 18*(1), 249-265.  Kitongan, V. G., & Gutierrez, J. C. (2022). Sink or float: Experiencing distance learning education through the lens of college students. Asian Journal of Education and Training, 8(3), 77-84. Todri, A., Papajorgji, P., Moskowitz, H., & Scalera, F. (2020). Perceptions regarding distance learning in higher education, smoothing the transition. Contemporary Educational Technology, 13(1), ep287. Xu, D., & Xu, Y. (2020). The ambivalence about distance learning in higher education. Higher Education: Handbook of Theory and Research, 351-401. [*https://doi.org/10.1007/978-3-030-31365-4\_10*](https://doi.org/10.1007/978-3-030-31365-4_10)