Flexible Hybrid Learning: Comparison of Two Approaches and Learning Results

Abstract

Hybrid learning has become a widely exploited approach within the ICT-enhanced instruction. Making it flexible to students’ individual needs and preferences was the problem solved in various ways at Czech higher education institutions. In the paper two approaches to adapting the learning process to learner’s individual preferences are described comparing two different models of flexible hybrid learning. These models were exploited in educational practice and pedagogical experiments comparing learners’ knowledge in flexible and non-flexible learning were conducted. The results did not proved clearly visible differences in the two approaches, as neither numerous world-recognized researches did. Despite this, authors are persuaded that research activities in this field should go on, paying deeper attention to learners’ personal characteristics and other activities within the learning process.