ZOOMERS & ROOMERS

A Case Study: Successfully Transitioning Faculty From Traditional to Hybrid Courses

Abstract

The landscape of education has evolved significantly with the advent of technology, leading to the emergence of hybrid instruction as a prominent pedagogical approach. This abstract presents findings from a qualitative study conducted within the EdTech Unit of the Watson College of Education (WCE), which aimed to explore faculty experiences and perspectives on transitioning between fully online, in-person, and hybrid teaching formats. Four faculty members were interviewed to gather insights into their experiences during these transitions and the support provided, including instructional design assistance and technological resources such as laptops and hotspots.

The definition of hybrid instruction has evolved in diverse ways among instructors. The interpretations include a combination of in-person and asynchronous sessions, a semester beginning with in-person interactions and concluding asynchronously, simultaneous in-person and online engagement, and maintaining consistent expectations across both formats. The study underscores the importance of educators' comfort with technology and their ability to adapt to its use effectively. Additionally, the research highlights the significance of addressing students' social and emotional needs in the hybrid learning environment, emphasizing the importance of synchronous learning experiences and the role of technology in facilitating these interactions.

Interestingly, the findings reveal that faculty members continue to utilize their online course platforms even in face-to-face teaching scenarios, indicating the integration of digital tools as a pedagogical norm rather than an exception. The research advocates for the continued implementation of hybrid instruction, suggesting that classrooms should be intentionally designed to accommodate this blended mode of learning. The study emphasizes the indispensable role of a dedicated technology support team in ensuring the successful implementation of hybrid instruction, underscoring the necessity of ongoing technical assistance to both educators and students.

In conclusion, this study sheds light on the multifaceted nature of hybrid instruction and its integral place in modern education. By delving into faculty experiences and perspectives, the research underscores the significance of technology competence, social-emotional support, synchronous learning, continuous technological integration, and robust technical support teams. As education continues to evolve, embracing hybrid instruction and its associated implications will be pivotal in providing an enriched and adaptive learning experience for students.