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Implementing Synchronous Hybrid Learning: Insights from Teachers and Students’ Experiences

Abstract:

The global shift to hybrid learning due to the COVID-19 pandemic has resulted in a research gap regarding teacher and student experiences, especially in Latin America. To address this, this mixed-methods study focuses on two areas: 1) the impact of technology on teacher-student interactions, and 2) perceptions of hybrid classes. Drawing data from seven Ecuadorian educators and 141 students in hybrid engineering courses, quantitative analysis includes classroom location, interactions, and student satisfaction, while qualitative insights come from interviews and open-ended student responses. Students reacted positively to hybrid learning, with higher satisfaction than pre-pandemic methods, highlighting teacher dedication and flexibility. Students pointed out audio and video challenges that require attention, and teachers noted technological issues that hampered course flow, planning, and limited student interaction. Furthermore, teachers believed that such problems could hinder the adoption of more engaging and active learning strategies. The study concludes by proposing guidelines for implementing hybrid courses.