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Hybrid Online face-to-face teaching

Abstract: Hybrid online courses, that is combined online and face-to-face courses, have grown steadily in the last years in higher education, but have been less researched than fully online or traditional face-to-face courses. This study used a microsociological symbolic interactionist perspective to test the possible advantages and drawbacks of hybrid teaching. This paper will present and discuss the following findings from the analysis of undergraduate courses taught at a U.S. American research university: 1) while online teaching is a constrained medium compared to face-to-face interaction, it can be a very efficient pedagogical tool in reaching out to all students, improving student writing, class participation and attendance, help develop group identity, provide unmatched clarity and efficiency of instruction, and eventually result in improved student satisfaction. 2) The success of hybrid teaching depends much on the actual mix of face-to-face and online components. 3) Course-specific events, instructor personality, class content, and class composition can have a strong influence on learning success. Hybrid learning may become a teaching tool of the future, if it combines the advantages of traditional in-class and online teaching.