From emergency remote to hybrid education: Instructor insights on engagement and social presence across teaching modalities

Abstract

Maintaining student engagement in online learning environments remains a persistent challenge, as digital platforms often fail to replicate the social dynamics and motivation that characterize effective face-to-face instruction. This qualitative study examines whether hybrid learning models can address these engagement deficits by investigating how face-to-face and online components interact in English language preparatory programs. Data were collected via semi-structured interviews with nine instructors in Turkish universities who taught across three distinct periods: pre-pandemic face-to-face, emergency remote education, and post-pandemic hybrid instruction. The analysis involved thematic analysis from the lens of Self-Determination Theory and Social Presence Theory, yielding three themes: mitigation of transactional distance, satisfaction of psychological needs, and modality orchestration. Findings reveal a pattern of “reciprocal reinforcement” in which face-to-face sessions satisfy the need for relatedness and foster social presence, thereby reducing transactional distance in subsequent online sessions, while online sessions provide flexibility and continuity. This foundation shifts student participation from compliance toward autonomous, voluntary engagement: students in hybrid settings transferred interpersonal bonds from physical classrooms to digital environments, which neutralizes the isolation typical of online instruction. However, for reciprocal reinforcement to occur, institutional support and clear communication are required. The study suggests that face-to-face sessions should strategically be designed for community-building while online components work for flexible content delivery, rather than treating modalities as interchangeable formats. Findings indicate that hybrid instruction may better serve learners’ intrinsic motivational needs than monolithic online delivery, though longitudinal and student-centered research is needed to confirm these patterns.

Keywords

• Emergency remote instruction
• Hybrid education
• Self-Determination Theory
• Social Presence Theory
• Student engagement
• Transactional distance

Acil uzaktan eğitimden hibrit eğitime: Farklı öğretim yöntemlerinde öğrenci katılımı ve sosyal varlığa dair öğretim elemanlarının görüşleri

Abstract

Çevrim içi öğrenme ortamlarında öğrenci katılımını sürdürmek, dijital platformların yüz yüze öğretimin etkili sosyal etkileşim dinamiklerini ve motivasyon unsurlarını çoğu zaman sağlayamaması nedeniyle, kalıcı bir sorun olmaya devam etmektedir. Bu nitel çalışma, İngilizce hazırlık programlarında yüz yüze ve çevrim içi bileşenlerin nasıl etkileşime girdiğini inceleyerek, hibrit öğrenme modellerinin söz konusu katılım eksikliklerini giderip gideremeyeceğini araştırmaktadır. Veriler, Türkiye’deki üniversitelerde üç farklı dönemde (pandemi öncesi yüz yüze eğitim, acil uzaktan eğitim ve pandemi sonrası hibrit öğretim) ders veren dokuz öğretim elemanıyla gerçekleştirilen yarı yapılandırılmış görüşmeler aracılığıyla toplanmıştır. Analiz süreci, Öz-Belirleme Kuramı ve Sosyal Varlık Kuramı perspektiflerinden yürütülen tematik analiz yaklaşımına dayanmakta ve etkileşimsel mesafenin azaltılması, psikolojik ihtiyaçların karşılanması ve öğretim biçimlerinin yönetimi olarak üç ana tema ortaya koymaktadır. Bulgular, yüz yüze oturumların ilişkisellik ihtiyacını karşılayarak sosyal varlığı güçlendirdiği ve bu sayede sonraki çevrim içi oturumlarda etkileşimsel mesafeyi azalttığı; buna karşılık çevrim içi oturumların esneklik ve süreklilik sağladığı bir “karşılıklı pekiştirme” örüntüsüne işaret etmektedir. Bu temel, öğrenci katılımını uyum odaklı davranıştan özerk ve gönüllü katılıma doğru dönüştürmektedir. Öğrencilerin fiziksel sınıflarda kurdukları kişilerarası bağlar hibrit öğretimde dijital ortamlara taşınarak çevrim içi öğretime özgü izolasyon hissini azaltmaktadır. Bununla birlikte, karşılıklı pekiştirmenin ortaya çıkabilmesi için kurumsal destek ve açık iletişim gereklidir. Çalışma, yüz yüze oturumların topluluk oluşturmayı hedefleyecek şekilde stratejik olarak tasarlanması, çevrim içi bileşenlerin ise esnek içerik sunumu için kullanılması gerektiğini; bu iki öğretim biçiminin birbirinin yerine geçebilen formatlar olarak ele alınmaması gerektiğini önermektedir. Bulgular, hibrit öğretimin, tek boyutlu çevrim içi öğretime kıyasla öğrencilerin içsel motivasyon ihtiyaçlarına daha iyi yanıt verebileceğini göstermektedir; ancak bu örüntülerin doğrulanabilmesi için boylamsal ve öğrenci odaklı araştırmalara ihtiyaç vardır.

Keywords

• Acil uzaktan eğitim
• Hibrit eğitim
• Öz Belirleme Kuramı
• Sosyal Varlık Kuramı
• Öğrenci katılımı
• etkileşimsel mesafe

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