Hybrid Learning during Covid-19 Pandemic- Lessons learned from Malaysia and China

Abstract

Two mixed-methods research on hybrid learning were conducted in Malaysia and China during and after COVID-19. The respondents are 546 educators, and 2782 students from schools and universities. Results indicated synchronous online learning is more frequently conducted than asynchronous online learning. Similar teacher challenges are student engagement, teacher-student interactions, and self-discipline. The top weakness in Malaysia is the lack of devices and connectivity while in China is a lack of teacher training and resources. Similar student weaknesses are self-motivation and time management. Suggested improvements are enhanced technological infrastructure, more interactive, engaging pedagogies, professional development, personalized support, regular assessment, and monitoring.