PRE-SERVICE EFL TEACHERS' PERCEPTIONS TOWARD THE MATERIALS DEVELOPMENT OF HYBRID LEARNING MODEL

Abstract

Recent innovations in online education have created an opportunity for hybrid learning, combining online and traditional learning. Hybrid learning leads to particular challenges for pre-service teachers, such as how to manage the materials. Furthermore, hybrid learning materials can be developed using technology to create multimedia content that is more interactive than traditional print materials. Digital tools such as video, sound, animations, and graphics are powerful tools in the teacher's hands to engage learners and provide immersive learning experiences. Thus, this study aimed to explore pre-service teachers' attitudes towards and perceptions of hybrid learning, how they use technology to create and manage hybrid learning materials, and what challenges they face when engaging in this new way of teaching. The participants were 55 pre-service teachers who took the Entrepreneurship Course. A mixed-method approach was employed with questionnaires, documentation, and interviews to gain the data. The researcher used descriptive statistics and content analysis to analyze the data. The study results showed that pre-service teachers perceive technology positively when appropriately used for teaching. However, they lack the technical knowledge and skills to integrate technology into their teaching practice, limiting their ability to incorporate technology in the classroom fully. Given this information, it is clear that pre-service teachers need to be provided with adequate instruction and support to ensure that they can effectively use technology in their teaching.