Evaluation of hybrid learning model in an EFL context in higher education: A sample from Türkiye

Orhan Yiğitoğlu; Begüm Ceylan; Bülent Alcı

Evaluation of hybrid learning model in an EFL context in higher education: A sample from Türkiye

Abstract

The hybrid learning model, which is a learning model that combines different educational environments simultaneously, is applied widely in many countries including Türkiye in the post-COVID era. This study aims to reveal the effectiveness of the hybrid learning model used in the EFL context in higher education in terms of the students’ scores gathered from the scales and the instructors’ perspectives explored through interviews. The study group consisted of 120 students who studied in the English preparatory program at a private university in the 2021-2022 academic year and 11 instructors who taught at the same program. The study was conducted with the convergent parallel mixed design that allows collecting both qualitative and quantitative data (Sardana, Shekoohi, Cornett & Kaye, 2023). The Effectiveness of Blended Learning Environments Scale developed by Cabı and Gülbahar (2013) was used to gather quantitative data from the students while semi-structured interviews were conducted to obtain the qualitative data from the instructors. The findings showed that both parties were positive towards the model despite some points to be considered for a more effective program.

Keywords

Supporting Institution

The authors declared that this study has received no financial support.

Ethical Statement

There are no ethical issues with the publication of this manuscript

References

Abroto, A., Maemonah, M., & Ayu, N. P. (2021). Pengaruh metode blended learning dalam meningkatkan motivasi dan hasil belajar siswa sekolah dasar. Edukatif: Jurnal Ilmu Pendidikan, 3(5), 1993–2000.
Aji, W. K., Ardin, H., & Arifin, M. A. (2020). Blended learning during pandemic corona virus: Teachers’ and students’ perceptions. IDEAS J Engl Lang Teach Learn Linguist Lit, 8(2), 632–646.
Aksel, A. (2021). A study on the effectiveness of a blended learning model in English language learning in higher education: Student attitudes and opinions (Unpublished master’s thesis). Uludağ University, Bursa.
Albeta, S. W., Islami, N., Copriady, J., & Alimin, M. (2023). Blended learning: Learning outcomes, class dynamics, and perceptions of students and teachers - A systematic literature review. Educ Adm Theory Pract, 29(1), 43–57.
Aldosemani, T., Shepherd, C. E., & Bolliger, D. U. (2019). Perceptions of instructors teaching in Saudi blended learning environments. TechTrends, 63(3), 341–352.
Ashby, J., Sadera, W. A., & McNary, S. W. (2011). Comparing student success between developmental math courses offered online, blended, and face-to-face. J Stud Attitudes Toward Blended Learn Interact Online Learn, 10(3), 128–140.
Atmacasoy, A., & Aksu, M. (2018). Blended learning at pre-service teacher education in Türkiye: A systematic review. Educ Inf Technol, 23, 2399–2422.
Batdı, V., Kayıklık, F., & Talan, T. (2021). Harmanlanmış öğrenme sürecinin değerlendirilmesi. Proceedings of the International Paris Conference on Social Sciences–VI, Paris, France.

Bayyurt, Y., & Kerestecioğlu, F. (2018). Effective use of online tools in engineering classes. Proceedings of the Third World Conference on Blended Learning (IABL 2018), Warsaw, Poland.
Bhardwaj, P. (2019). Types of sampling in research. J Pract Cardiovasc Sci, 5(3), 157–163.
Bland, J. M., & Altman, D. G. (1997). Cronbach’s alpha. BMJ, 314(7080), 572.
Bülow, M. W. (2022). Designing synchronous hybrid learning spaces: Challenges and opportunities. In Hybrid learning spaces (pp. 135–163). Springer.
Büyüköztürk, Ş. (2006). Sosyal bilimler için veri analizi el kitabı. Pegem Publishing.
Cabı, E., & Gülbahar, Y. (2013). A scale development study for assessing the effectiveness of blended learning environments. Pegem J Educ Instr, 3(3), 11–26.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approach (4th edition). Sage Publications.
Creswell, J. W., & Miller, D. L. (2000). Determining validity in qualitative inquiry. Theory Pract, 39(3), 124–130.
Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research (2nd edition). Sage Publications.
Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16(3), 297–334.
Dafei, D. (2007). An exploration of the relationship between learner autonomy and English proficiency. Asian EFL Journal, 24(4), 24–34.
Dang, Y. M., Zhang, Y. G., Ravindran, S., & Osmonbekov, T. (2016). Examining student satisfaction and gender differences in technology-supported, blended learning. J Inf Syst Educ, 27(2), 119.
Dikmen, C. H., & Ocak, M. A. (2020). Investigation of opinions of students participating in a mobile programming course in a blended learning environment. SDU Int J Educ Stud, 7(1), 147–166.
Dlamini, R., & Ndzinisa, N. (2020). Universities trailing behind: Unquestioned epistemological foundations constraining the transition to online instructional delivery and learning. S Afr J High Educ, 34(6), 52–64.
Draffan, E. A., & Rainger, P. (2006). A model for the identification of challenges to blended learning. ALT-J, 14(1), 55–67.
Du Toit-Brits, C. (2019). A focus on self-directed learning: The role that educators’ expectations play in the enhancement of students’ self-directedness. S Afr J Educ, 39(2), 1–11.
Er, E. K., & Bayyurt, Y. (2022). Implementation of blended learning in English as a lingua franca (ELF)-aware pre-service teacher education. Turk Online J Distance Educ, 23(1), 60–73.
Erliza, S., & Septianingsih, P. A. (2022). Undergraduate students’ perception of hybrid learning: Voices from English language education students in pandemic era. J Engl Lang Teach Linguist, 7(1), 231–243.
Gnaur, D., Hindhede, A. L., & Andersen, V. H. (2020). Towards hybrid learning in higher education in the wake of the COVID-19 crisis. Proceedings of the European Conference on e-Learning, 205–211.
Graham, C. R. (2006). Blended learning systems. In C. J. Bonk & R. C. Graham (Eds.), The handbook of blended learning: Global perspectives, local designs (pp. 3–21). San Francisco, CA: Pfeiffer.
Grønlien, H. K., Christoffersen, T. E., Ringstad, Ø., Andreassen, M., & Lugo, R. G. (2021). A blended learning teaching strategy strengthens the nursing students’ performance and self-reported learning outcome achievement in an anatomy, physiology and biochemistry course: A quasi-experimental study. Nurse Educ Pract, 52, 103046.
Golafshani, N. (2003). Understanding reliability and validity in qualitative research. Qual Rep, 8(4), 597–606.
Guba, E. G., & Lincoln, Y. S. (1982). Epistemological and methodological bases of naturalistic inquiry. Educ Commun Technol J, 30(4), 233–252.
Gultom, S. T., Siahaan, P., & Suhandi, A. (2021). The effect of PBL hybrid learning on the higher order thinking skills of seventh grade students in global warming and their environmental care attitudes. J Res Sci Educ, 7, 272–280.
Gürdoğan, M., & Bağ, H. (2020). The effect of blended learning environments on academic achievement and motivation for science learning. Mehmet Akif Ersoy Univ J Educ Fac, (56), 139–158.
Halasa, S., Abusalim, N., Rayyan, M., Constantino, R. E., Nassar, O., Amre, H., Sharab, M., & Qadri, I. (2020). Comparing student achievement in traditional learning with a combination of blended and flipped learning. Nursing Open, 7(4), 1129–1138.
Hapke, H., Lee-Post, A., & Dean, T. (2021). 3-in-1 hybrid learning environment. Mark Educ Rev, 31(2), 154–161. Hiralaal, A. (2012). Students’ experiences of blended learning in accounting education at the Durban University of Technology. S Afr J High Educ, 26(2), 316–328.
Hung, H. T. (2014). Flipping the classroom for English language learners to foster active learning. Comput Assist Lang Learn, 28(1), 81–96.
Irani-Kermani, R., Chen, D., Wolfskill, L. A., Nair, S. S., & Bullion, A. N. (2021). Students’ perceptions in a hybrid learning model during the 2020 COVID-19 pandemic. NACTA J, 65, 132–143.
Istiqomah, I. (2021). The students’ perceptions on using blended learning for English learning during COVID-19 pandemic. J Engl Lang Teach Linguist, 6(2), 307–317.
Johnson, E., Morwane, R., Dada, S., Pretorius, G., & Lotriet, M. (2018). Adult learners’ perspectives on their engagement in a hybrid learning postgraduate programme. J Contin High Educ, 66(2), 88– 105.
Kaiser, H. F. (1974). An index of factorial simplicity. Psychometrika, 39, 31–36.
Kastornova, V. A. E., & Gerova, N. V. (2021). Use of hybrid learning in school education in France. In 2021 1st International Conference on Technology Enhanced Learning in Higher Education (TELE) (pp. 260–264). IEEE. Kılıç, A., & Gürler, N. (2022). Digital transformation in higher education: Student views on inquiry-based blended learning environment. J Univ Res, 5(2), 234–247.
Krantzow, A. (2022, Jan 5). Hybrid vs. blended learning: Is there a difference? https://www.northpass.com/blog/hybrid-vs-blended-learning
Kyngäs, H. (2020). Inductive content analysis. In The application of content analysis in nursing science research (pp. 13–21). Springer.
Li, Q., Li, Z., & Han, J. (2021). A hybrid learning pedagogy for surmounting the challenges of the COVID-19 pandemic in the performing arts education. Educ Inf Technol, 26(6), 7635–7655.
Lu, D. (2021). Students’ perceptions of a blended learning environment to promote critical thinking. Front Psychol, 12, 696845.
Luo, Y. (2021). The opportunities and limitations of blended learning and the flipped classroom for second language teaching. BCP Soc Sci Humanit, 14, 190–194.
Mayisela, T. (2013). The potential use of mobile technology: Enhancing accessibility and communication in a blended learning course. S Afr J Educ, 33(1), 1–18.
McGrath, C., Palmgren, P. J., & Liljedahl, M. (2019). Twelve tips for conducting qualitative research interviews. Med Teach, 41(9), 1002–1006.
Meri-Yılan, S. (2021). Turkish prep class students’ views on autonomous learning after the implementation of a blended learning approach. EKEV Acad J, 87, 563–580. Mohamadpour, P. (2013). Realization of autonomy and English language proficiency among Iranian high school students. Theory Pract Lang Stud, 3(7), 1187–1193.
Morse, J. M. (1991). Approaches to qualitative-quantitative methodological triangulation. Nurs Res, 40(2), 120–123.
Nikolopoulou, K. (2022). Face-to-face, online and hybrid education: University students’ opinions and preferences. J Digit Educ Technol, 2(2), 1–7.
Osaili, T. M., Ismail, L. C., ElMehdi, H. M., Al-Nabulsi, A. A., Taybeh, A. O., Saleh, S. T., Kassem, H., Alkhalidy, H., Ali, H. I., Al Dhaheri, A. S., & Stojanovska, L. (2023). Comparison of students’ perceptions of online and hybrid learning modalities during the COVID-19 pandemic: The case of the University of Sharjah. PLoS One, 18(3), e0283513.
Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd edition). Sage Publications.
Powell, A. (2021, February 25). Vaccine can get us up to herd immunity, despite the variants. The Harvard Gazette. https://news.harvard.edu/gazette/story/2021/02/vaccines-should-end-the- pandemic-despite-the-variants-say-experts/
Raes, A., Detienne, L., Windey, I., & Depaepe, F. (2020). A systematic literature review on synchronous hybrid learning: gaps identified. Learn Environ Res, 23(3), 269–290.
Rasheed, R. A., Kamsin, A., & Abdullah, N. A. (2020). Challenges in the online component of blended learning: A systematic review. Comput Educ, 144(1), 103701.
Rianto, A. (2020). Blended learning application in higher education: EFL learners’ perceptions, problems, and suggestions. Indones J Engl Lang Teach Appl Linguist, 5(1), 55–68.
Rolfe, G. (2006). Validity, trustworthiness and rigour: Quality and the idea of qualitative research. J Adv Nurs, 53(3), 304–310.
Saichaie, K. (2020). Blended, flipped, and hybrid learning: Definitions, developments, and directions. New Dir Teach Learn, 164, 95–104.
Sahni, J. (2019). Does blended learning enhance student engagement? Evidence from higher education. J e-Learn High Educ, (2019), 1–14.
Sankar, J. P., Kalaichelvi, R., Elumalai, K. V., & Alqahtani, M. S. M. (2022). Effective blended learning in higher education during COVID-19. Inf Technol Learn Tools, 88(2), 214–228.
Sardana, N., Shekoohi, S., Cornett, E. M., & Kaye, A. D. (2023). Qualitative and quantitative research methods. In Substance Use and Addiction Research (pp. 65–69). Academic Press.
Siegelman, A. (2019, November 5). Blended, hybrid, and flipped courses: What’s the difference? https://teaching.temple.edu/edvice-exchange/2019/11/blended-hybrid-and-flipped-courses- what%E2%80%99s-difference
Simbolon, N. E. (2021). EFL students’ perceptions of blended learning in English language course: Learning experience and engagement. J Engl Foreign Lang, 11(1), 152–174. Singh, J., Steele, K., & Singh, L. (2021). Combining the best of online and face-to-face learning: Hybrid and blended learning approach for COVID-19, post vaccine, & post-pandemic world. J Educ Technol Syst, 50(2), 140–171.
Sriwichai, C. (2020). Students’ readiness and problems in learning English through blended learning environment. Asian J Educ Train, 6(1), 23–34.
Staker, H., & Horn, M. B. (2012). Classifying K-12 blended learning. Innosight Institute. http://files.eric.ed.gov/fulltext/ED535180.pdf
Thorne, K. (2003). Blended learning: How to integrate online and traditional learning. Kogan Page.
Ting, K. Y. (2014). Blended learning as a theoretical framework for the application of podcasting. Engl Lang Teach, 7(5), 128–135.
Tshabalala, M., Ndeya-Ndereya, C., & Van der Merwe, T. (2014). Implementing blended learning at a developing university: Obstacles in the way. Electron J E-Learn, 12(1), 101–110.
Türker, M. S. (2021). An investigation of the opinions of teachers who teach Turkish as a second/foreign language about blended learning environments. Uluslararası Türkçe Edebiyat Kültür Eğitim Dergisi, 10(3), 1049–1069.
Woo, B., Evans, K., Wang, K., & Pitt-Catsouphes, M. (2019). Online and hybrid education in a social work PhD program. J Soc Work Educ, 57(1), 138–152.
Yang, Y. F., & Kuo, N. C. (2021). Blended learning to foster EFL college students’ global literacy. Comput Assist Lang Learn, 36, 81–102.
Yıldırım, A., & Şimşek, H. (2006). Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin Publishing.

Details

Primary Language

English

Subjects

English As A Second Language

Journal Section

Research Article

Authors

Orhan Yiğitoğlu ^*
0000-0003-0637-4874
Türkiye

Begüm Ceylan
0000-0002-6549-5951
Türkiye

Bülent Alcı
0000-0002-4720-3855
Türkiye

Publication Date

December 30, 2024

Submission Date

June 29, 2024

Acceptance Date

November 7, 2024

Published in Issue

Year 2024 Volume: 9 Number: 2

IZ

https://izlik.org/JA58JL56SJ

Cite

RIS / Bibtex

APA

Yiğitoğlu, O., Ceylan, B., & Alcı, B. (2024). Evaluation of hybrid learning model in an EFL context in higher education: A sample from Türkiye. Yıldız Eğitim Araştırmaları Dergisi, 9(2), 65-78. https://izlik.org/JA58JL56SJ