Hybrid education in higher education on the example of students' experiences in post-pandemic reality

• Autorzy: Romaniuk Miłosz Wawrzyniec , Łukasiewicz-Wieleba Joanna

Identyfikatory

DOI

10.24425/ijet.2022.141266

• Języki publikacji: EN

Abstrakty

EN

The article concerns the experiences of students related to hybrid education conducted in the first semester of the academic year 2021/2022. The aim of the study was to find out the opinions of students on hybrid education conducted at The University and to compare it with traditional education and distance education. The subject of the research was, among others, the readiness of students to participate in hybrid learning, assessing its quality and other related experiences. The research used the method of diagnostic survey. The obtained results indicate that students rate their readiness to participate in hybrid education higher than the readiness of lecturers to conduct it. They see the possibility of using a hybrid approach to education and science, organization of education and health. They indicate convenience, organization and health safety as the most important advantages and social costs, student attitudes and technical problems as the most important disadvantages of hybridization. The article also presents the expectations of students in relation to the systemic sanctioning of hybrid education. It was suggested to use the lessons learned by developing and testing the effectiveness of a hybrid approach, the potential of which is undeniable and scientifically proven.

Słowa kluczowe

EN

hybrid education; higher education; academic teacher; blended learning; COVID-19; SARS-CoV-2

• Wydawca: Polish Academy of Sciences, Committee of Electronics and Telecommunication
• Czasopismo: International Journal of Electronics and Telecommunications
• Rocznik: 2022
• Tom: Vol. 68. No. 3
• Strony: 497--504
• Opis fizyczny: Bibliogr. 25 poz., tab.

Twórcy

autor

Romaniuk Miłosz Wawrzyniec

• The Maria Grzegorzewska University, Poland

autor

Łukasiewicz-Wieleba Joanna

• The Maria Grzegorzewska University, Poland

Bibliografia

• [1] M. W. Romaniuk and J. Łukasiewicz-Wieleba, „Zdalna edukacja kryzysowa w APS w okresie pandemii COVID-19. Edukacja hybrydowa.,” Warszawa, 2022, DOI: 10.13140/RG.2.2.30338.35524
• [2] M. W. Romaniuk and J. Łukasiewicz-Wieleba, ”Crisis Remote Education at The University During Social Isolation in the Opinions of Academic Teachers.” International Journal of Electronics and Telecommunications, 66 (4), 2020, pp. 801-806, DOI: 10.24425/ijet.2020.135673.
• [3] M. W. Romaniuk and J. Łukasiewicz-Wieleba, ”Crisis Remote Education at The University During Social Isolation in the Opinions of Students.” International Journal of Electronics and Telecommunications, 66 (4), 2020, pp. 807-812, DOI: 10.24425/ijet.2020.135675.
• [4] M. W. Romaniuk and J. Łukasiewicz-Wieleba, ”Zdalna edukacja kryzysowa w APS w okresie pandemii COVID-19.” Warszawa, 2020. DOI: 10.13140/RG.2.2.18059.52006
• [5] A. Kozubska, „Kształcenie hybrydowe w dobie kryzysu. Zagrożenie czy szansa rozwojowa?,” Zeszyty Naukowe WSG, tom 36, nr 5, pp. 15-28, 2020
• [6] A. Andrzejczyk, M. Cholewik, H. Dąbrowska, M. Jaworski, W. Sabat i K. Mikołap, „Ewaluacja nauczania hybrydowego w semestrze zimowym roku akademickiego 2020/2021 na Warszawskim Uniwersytecie Medycznym,” Komisja Dydaktyki Zarządu Samorządu Głównego Studentów Warszawskiego Uniwersytetu Medycznego, Warszawa, 2021
• [7] A. P. Rovai and H. M. Jordan, "Blended Learning and Sense of Community: A Comparative Analysis with Traditional and Fully Online Graduate Courses," The International Review of Research in Open and Distributed Learning, vol. 5, no. 2, 2004, DOI: 10.19173/irrodl.v5i2.192.
• [8] L.-S. Qi i A.-K. Tian, „Design and Application of Hybrid Learning Platform Based on Joomla,” w Advances in Computer Science and Education Applications. Communications in Computer and Information Science, tom 202, Berlin Heidelberg, Springer, 2011, pp. 549-556, DOI: 10.1007/978-3-642-22456-0_79.
• [9] J. M. Dodero i C. Fernández, „An experience on students' participation in blended vs. online styles of learning,” ACM SIGCSE Bulletin, tom 35, nr 4, pp. 39-42, 2003, DOI: 10.1145/960492.960522
• [10] H. Staker and M. B. Horn, "Classifying K–12 Blended Learning," Innosight Institute, www.christenseninstitute.org/wp-content/uploads/2013/04/Classifying-K-12-blended-learning.pdf, 2012.
• [11] K. Olapiriyakul and J. M. Scher, "A guide to establishing hybrid learning courses: Employing information technology to create a new learning experience, and a case study," The Internet and Higher Education, vol. 9, no. 4, p. 287–301, 2006, DOI: 10.1016/j.iheduc.2006.08.001.
• [12] S. M. Alnajdi, „Hybrid Learning in Higher Education,” w Society for Information Technology & Teacher Education International Conference, Waynesville, NC USA, 2014.
• [13] M. Podwińska, K. Szczeszek i M. Wilczak, „E-learning i blended learning w opinii studentów uczelni medycznej [E-learning i blended learning w opinii studentów uczelni medycznej],” Polski
• [14] Przegląd Nauk o Zdrowiu, tom 2, nr 47, pp. 135-141, 2016.
• [14] M. W. Romaniuk and J. Łukasiewicz-Wieleba, ”Crisis Remote Education From The Perspective of One Year Experience of Students.” International Journal of Electronics and Telecommunications, 67 (2), 2021, pp. 221-227, DOI: 10.24425/ijet.2021.135968.
• [15] M. W. Romaniuk and J. Łukasiewicz-Wieleba, ”Zdalna edukacja kryzysowa w APS w okresie pandemii COVID-19. Z perspektywy rocznych doświadczeń,” Warszawa, 2020. https://doi.org/10.13140/RG.2.2.10251.62243
• [16] M. W. Romaniuk and J. Łukasiewicz-Wieleba, ”Remote and Stationary Examinations in the Opinion of Students,” International Journal of Electronics and Telecommunications, vol. 68, no. 1, pp. 69-75, 2022, https://doi.org/10.24425/ijet.2022.139850
• [17] M. W. Romaniuk and J. Łukasiewicz-Wieleba, ”Challenges of administering university examinations remotely during the COVID-19 pandemic,” E-Mentor, 3 (90), 2021, pp. 22-31, https://doi.org/10.15219/em90.1519
• [18] M. W. Romaniuk and J. Łukasiewicz-Wieleba, ”Academic Lecturers Towards the Students' Examining. Similarities and Differences of Stationary and Remote Exams in the Pandemic Era,” International Journal of Electronics and Telecommunications, vol. 68, no. 1, pp. 63-68, 2022, https://doi.org/10.24425/ijet.2022.139849
• [19] M. W. Romaniuk and J. Łukasiewicz-Wieleba, ”Zdalna edukacja kryzysowa w APS w okresie pandemii COVID-19. Proces egzaminowania w trybie zdalnym i stacjonarnym – porównanie.” Warszawa, 2021, https://doi.org/10.13140/RG.2.2.18440.55045
• [20] M. W. Romaniuk and J. Łukasiewicz-Wieleba, ”Crisis Remote Education From The Perspective of One Year Experience of Academic Teachers,” International Journal of Electronics and Telecommunications, 67 (2), 2021, pp. 213-219, https://doi.org/10.24425/ijet.2021.135967
• [21] A. Raes, L. Detienne, I. Windey i F. Depaepe, ”A systematic literature review on synchronous hybrid learning: gaps identified,” Learning Environments Research, tom 23, nr 3, pp. 269-290, 2020, https://doi.org/10.1007/s10984-019-09303-z
• [22] D. Bennett, E. Knight i J. Rowley, ”The role of hybrid learning spaces in enhancing higher education students’ employability,” tom 51, nr 4, pp. 1188-1202, 2020, https://doi.org/10.1111/bjet.12931
• [23] A. R. Masalimova, E. L. Ryazanova, L. I. Tararina, E. G. Sokolova, Y. B. Ikrennikova, S. V. Efimushkina i T. I. Shulga, ”Distance Learning Hybrid Format for University Students in Post-Pandemic Perspective: Collaborative Technologies Aspect,” Cypriot Journal of Educational Sciences, tom 16, nr 1, pp. 389-395, 2021.
• [24] H. Sulistyanto, ”The Potential of Hybrid Learning Models in Improving Students' Critical Thinking Ability,” Urecol Journal Part A: Education and Training, tom 1, nr 1, pp. 1-8, 2021, https://doi.org/10.53017/ujet.15

Uwagi

1. Opracowanie rekordu ze środków MEiN, umowa nr SONP/SP/546092/2022 w ramach programu "Społeczna odpowiedzialność nauki" - moduł: Popularyzacja nauki i promocja sportu (2022-2023).

2. Błędna numeracja bibliografii.