Can hybrid learning supplant the brick-and-stone classroom in teaching "strategies for academic success in college"? A focus assessment study

Abstract

Hybrid learning is an intentional integration of traditional and online learning in order to provide educational opportunities that maximize the benefits of each mode of delivery to facilitate students’ learning. Institutions of higher learning are being challenged to adopt such modality to deliver quality instruction. This descriptive-exploratory research assessed hybrid learning as a technology-aided tool employed in Freshmen Orientation Seminar (FOS) C101, known as “Strategies for Academic Success in College,” a distinct and unique course offered among first year students of a private, non-sectarian university in the Philippines. This study involved 40 students from various courses. Results showed high assessments of the hybrid learning dimensions, namely, learning design, learning objectives and outcomes, learning materials, technology, learning support, administrative and organizational commitment, amount and quality of interaction between teachers and students, and quality and amount of learning experience. Further, the null hypothesis stating that no significant differences exist in the assessment of student-respondents about the aforementioned dimensions of hybrid learning when they are grouped according to their profile variables was confirmed. Generally, the findings may contribute to the enhancement of the modality of instruction of FOS C101. Several recommendations are made to maximize hybrid learning as a tool of teaching.