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Students’ Instructional Delivery Approach Preference for Sustainable Learning Amidst the Emergence of Hybrid Teaching Post-Pandemic

Author

Listed:
  • Sani Alhaji Garba

    (Department of Educational Studies, Faculty of Human Development, Universiti Pendidikan Sultan Idris, Tanjung Malim 35900, Malaysia)

  • Lawan Abdulhamid

    (Wits School of Education, University of the Witwatersrand, Johannesburg 2050, South Africa)

Abstract

Upon return to campus after the pandemic, students were subjected to receiving lectures online, in class, or by the emerging hybrid approaches. This study reports students’ preference over the three approaches based on the experience gained during the 2022/23 academic session. The study aimed to understand the post-pandemic considerations/factors likely to influence students’ preferences for or against any of the three modes (based on their experiences with each), and implications for developing university sustainability frameworks in the post-pandemic era. One hundred and twenty-seven (127) on-campus Education students in one public university in Malaysia participated in the study. Data were collected through an online forum and interviews with the participants. The data collected were analyzed using content and thematic analysis. Preference for the hybrid approach emerged as a key finding for this study. Additionally, a perceived lack of Faculty engagement and support in the online learning environment, and on-campus learner-environment challenges were identified as factors contributing to the decreased popularity of the online-only class option in the post-pandemic era. Conversely, students’ engagement through faculty presence and technology innovation in class and online emerged as factors that made the hybrid approach the most popular. What the students valued the most in the hybrid approach is the face-to-face interaction that is retained, and the in-class faculty’s innovative use of technology in content delivery, which they believed made learning more effective and interesting in class than online. These findings imply that institutions should prioritize technology integration into face-to-face instruction, leveraging innovative approaches to enhance student engagement and sustainable learning outcomes.

Suggested Citation

  • Sani Alhaji Garba & Lawan Abdulhamid, 2024. "Students’ Instructional Delivery Approach Preference for Sustainable Learning Amidst the Emergence of Hybrid Teaching Post-Pandemic," Sustainability, MDPI, vol. 16(17), pages 1-17, September.
  • Handle: RePEc:gam:jsusta:v:16:y:2024:i:17:p:7754-:d:1472498
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    References listed on IDEAS

    as
    1. Shienna Marie Caparas & Antonio Yango, 2023. "Digital Divide, Digital Equity, and Online Learning Engagement Among Selected College Students in Pamantasan ng Cabuyao," Technium Social Sciences Journal, Technium Science, vol. 44(1), pages 206-219, June.
    2. Kam Cheong Li & Billy T. M. Wong & Reggie Kwan & Hon Tung Chan & Manfred M. F. Wu & Simon K. S. Cheung, 2023. "Evaluation of Hybrid Learning and Teaching Practices: The Perspective of Academics," Sustainability, MDPI, vol. 15(8), pages 1-13, April.
    3. Narasimha S. Paravastu & Sam Ramanujan, 2024. "A Study on the Pre- and Post-Pandemic Media of Instruction and Learning Effectiveness in Information Systems Courses," International Journal of Information Systems and Social Change (IJISSC), IGI Global, vol. 15(1), pages 1-18, January.
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