Abstract
This paper presents the findings of qualitative and quantitative research of staff and students’ experience of hybrid teaching at the University of Bristol during the 2020/2021 academic year. Hybrid teaching was added as an additional mode of teaching and learning as a response to circumstances caused by the Covid-19 pandemic. The research analyses data collected from student focus groups, and staff and student questionnaires. The benefits and drawbacks of hybrid teaching are presented in relation to trends in the higher education sector. The paper demonstrates the value of multi-method approaches to data collection to test the validity of institutional use of hybrid teaching with reference to the literature. The research contributes to a gap in empirical evidence and suggests practical and theoretical parameters for considering the use of hybrid.
| Original language | English |
|---|---|
| Article number | 17 |
| Number of pages | 19 |
| Journal | Research and Practice in Technology Enhanced Learning |
| Volume | 19 |
| Issue number | 17 |
| DOIs | |
| Publication status | Published - 1 Jan 2024 |
Bibliographical note
Publisher Copyright:© The Author(s).
Keywords
- hybrid teaching
- pedagogy
- higher education
- qualitative analysis
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