Sloan-C Blended Learning Research Perspectives

There is a rapid increase in the use of the hybrid instructional model by the postsecondary education community to deliver instruction. The face-to-face and virtual (online) classes are believed to use different instructional media and methods to address the needs of different learners. These learning environments were typically employed independently of each other. How instructors manage instruction within each environment could be a challenge. With limited information about how teachers manage teaching and learning using this model, the purpose of this study was to investigate and provide insight into the essence of faculty members’ experiences. The research addressed these questions: How do faculty members experience the hybrid instruction in postsecondary education? What meanings do they ascribe to the experience(s)?
A phenomenological human science approach was used to capture, describe, and understand how teachers in postsecondary institutions experience the use of the hybrid model as well as the meanings they attach to their experiences. Purposive and snow ball sampling methods were used to select thirteen participants from two/four year’s colleges, and universities within the United States of America. Data analysis of the meaning of the experience shows that the model is the best of both worlds. This is because hybrid/blended courses combine the physical learning communities with the convenience, resourceful, interactive, participatory, and reflective nature of virtual learning environment to facilitate engaged learning. The effectiveness of the hybrid/blended model therefore is built upon using unlimited access to information and an active, independent/group learning to connect online and face-to-face activities in order to help students achieve engaged learning and acquire improved critical thinking skills. On the contrary, achieving these results depends on variables such as teacher’s ability to cope with the learning curve that is demanded in this learner-centered and discussion intensive environment. Planning and managing two learning environments and solving related problems and issues by these faculty members signify an adventure that was labor-intensive and time consuming. This was however referred to as “a labor of love” because this adventure at the end was rewarding, exciting, and enjoyable.