Is the hybrid approach the perfect mode for running lessons in the pandemic?

Some universities/schools have adopted the hybrid
mode of teaching during the pandemic. That means
they allow students to choose a face-to-face traditional
classroom format or an online format. It is good from an
administrative perspective because it allows the greatest
flexibility for the students. There could be some valid
reasons that students cannot attend class in person. Perhaps
their family members had close contact with confirmed
cases of COVID-19. Students thus cannot go to the class
physically due to the quarantine policy. Also, some overseas
students cannot go to class due to the pandemic situation in
their own country. In addition, some students do not have
a good computer and reliable network or a quiet place. They
have to go to the campus to attend the class physically.
The term ‘hybrid’ in education in the year 2021 refers to a
course that uses both face-to-face and online learning modes
at the same time in one lesson. This study aims to answer
two research questions: (a) What are the possible challenges
to learner-to-teacher and learner-to-learner interactions
in the hybrid mode? (b) What possible measures can be
used to facilitate learner-to-teacher and learner-to-learner
interactions in the hybrid mode?
In-depth interviews with university learners and teachers
were conducted in Hong Kong. When the point of
saturation was reached, the interview process was stopped.
Themes were identified with content analysis using software
NVivo.
Challenges to learner-to-teacher interactions include (a)
a single teacher cannot accommodate students’ needs in
online and face-to-face modes at the same time and (b)
recognition of students’ participation is difficult. Solutions
to learner-to-learner interactions are (a) teamwork among
face-to-face students and online students (b) learning from
peers.
Educational institutions probably will not return to the
original mode when the pandemic is over. This study offers
important insights into hybrid teaching and learning.
Theoretical and managerial implications are discussed.