ISSN: 2226-6348
Open access
Hybrid Learning allows practitioners to conduct their teaching and learning approaches in an understandable and generic mode. Hybrid Learning’s strength is in its ability to spark reflection about educational practices and illuminate practitioners to design the educational environment from the learner perspective, particularly practical-based subjects. At the same time, the existing and recent literature focused on implementing online learning and blended learning platforms. To reach the objectives, the literature accessed of Scopus databases covering research published between 2011 and 2021 and 64 items were analyzed. The bibliometric analysis will identify the cluster themes based on texting frequency. The vital steps of data classification follow thoughtfully and carefully in the platform of concept, findings, author's reputation, and years published. In the last conclusions of the study, reports will explain past literature and recent outbreak. This review is expected to have the following significance: (1) Fill the knowledge gap regarding the hybrid learning concept in higher education institutions. (2) Provide a foundation of the hybrid learning model implementation among higher education institutions.
Abuhassna, H., & Awae, F. (2021). The Effect of Employing Animated Films in Teaching Arabic as a Foreign Language (AFL) to Non-Native Speakers in Thailand Schools. Innovative Teaching and Learning Journal, 5(2), 1–10. Retrieved from
https://itlj.utm.my/index.php/itlj/article/view/65
Abuhassna, H., & Yahaya, N. (2018). Students’ Utilization of Distance Learning through an Interventional Online Module Based on Moore Transactional Distance Theory. Eurasia Journal of Mathematics, Science and Technology Education, 14(7), 3043- 3052. https://doi.org/10.29333/ejmste/91606
Abuhassna, H., Awae, F., Alsharif, A. H., Yahaya, N., & Alnawajha, S. (2022b). Understanding Online Learning Engagement and Challenges during COVID19: Qualitative Evidenc. International Journal of Academic Research in Progressive Education and Development, 11(1), 651–661.
Abuhassna, H., Busalim, A. H., Mamman, B., Yahaya, N., Megat Zakaria, M. A. Z., Al-Maatouk, Q., & Awae, F. (2022a). From Student’s Experience: Does E-learning Course Structure Influenced by learner’s Prior Experience, Background Knowledge, Autonomy, and Dialogue. Contemporary Educational Technology, 14(1), ep338. https://doi.org/10.30935/cedtech/11386
Alsharif, A. H., Salleh, N. Z. M., Baharun, R., Alsharif, Y. H., & Abuhassna, H. (2021g). A bibliometric analysis of neuromarketing: Current status, development, and future directions. International Journal of Academic Research in Accounting Finance and Management Sciences, 11(3), 670-689. DOI:http://dx.doi.org/10.6007/ijarafms/v11-i3/11673
Alsharif, A. H., Salleh, N. Z. M., & Baharun, R. (2020a). Research trends of neuromarketing: A bibliometric analysis. Journal of Theoretical and Applied Information Technology, 98(15), 2948-2962.
Beatty, B. J. (2019). Hybrid-Flexible Course Design: Implementing student-directed hybrid classes. EdTech Books.
Bond, M., & Bedenlier, S. (2019). Facilitating student engagement through educational technology: Towards a conceptual framework. Journal of Interactive Media in Education, 1, 1–14. HTTPS:// doi.org/ 10. 5334/ Jim. 528.
Bower, M., Dalgarno, B., Kennedy, G. E., Lee, M. J. W., & Kenney, J. (2015). Design and implementation factors in blended synchronous learning environments: Outcomes from a cross-case analysis. Computers & Education, 86, 1-17. HTTPS:// doi. org/ 10. 1016/j. compe du. 2015. 03. 006.
Butz, N. T., & Stupnisky, R. H. (2017). Improving student relatedness through an online discussion intervention: The application of self-determination theory in synchronous hybrid programs. Computers and Education, 114, 117–138. HTTPS:// doi. org/ 10. 1016/j. compe du. 2017. 06. 006.
Butz, N. T., Stupnisky, R. H., Pekrun, R., Jensen, J. L., & Harsell, D. M. (2016). The Impact of Emotions on Student Achievement in Synchronous Hybrid Business and Public Administration Programs: A Longitudinal Test of Control-Value Theory*. Decision Sciences Journal of Innovative Education, 14(4), 441–474. HTTPS:// doi. org/ 10. 1111/ DJI. 12110.
Carvalho, L., Nicholson, T., Yeoman, P., & Thibaut, P. (2020). Space matters: framing the New Zealand learning landscape. Learning Environments Research, 23(3), 307–329. https:// doi. org/ 10. 1007/s10984- 020- 09311-4.
Cunningham, U. (2014). Teaching the Disembodied: Othering and Activity Systems in a Blended Synchronous Learning Situation. International Review of Research in Open and Distance Learning, 15(6). https:// doi. org/ 10. 19173/ irrodl. v15i6. 1793.
Goodyear, P., Carvalho, L., & Yeoman, P. (2021). Activity-Centred Analysis and Design (ACAD): Core purposes, distinctive qualities, and current developments. Educational Technology Research and Development, 0123456789. https:// doi. org/ 10. 1007/ s11423- 020- 09926-7.
Hair, J.F. and Ringle, M.C.(2011), Sarstedt M. PLS-SEM: Indeed a silver bullet, J. Marketing Theory Pract., vol. 19, no. 2, pp. 139_152.
Hassan Abuhassna, Noraffandy Yahya, Megat Aman Zahiri Megat Zakaria, Qusay Al-Maatouk, and Fareed Awae, "Guidelines for Designing Distance Learning Courses via Moodle to Enhance Students Satisfaction and Achievements," International Journal of Information and Education Technology vol. 11, no. 12, pp. 574-582, 2021.
Heilporn, G., Lakhal, S., & Bélisle, M. (2021). Examining teachers’ strategies to foster student engagement in blended learning in higher education. International Journal of Educational Technology in Higher Education, 18(1). https:// doi. org/ 10. 1186/ s41239- 021- 00260-3.
Heilporn, G., Lakhal, S., & Bélisle, M. (2021). Examining teachers’ strategies to foster student engagement in blended learning in higher education. International Journal of Educational Technology in Higher Education, 18(1). https:// doi. org/ 10. 1186/ s41239- 021- 00260-3.
Huang, Y., Shu, F., Zhao, C., & Huang, J. (2017). Investigating and analyzing the teaching effect of the blended synchronous classroom. In Proceedings of 6th International Conference of Educational Innovation Through Technology (EITT) (pp. 134–135). New York: The Institute of Electrical and Electronics Engineers, Inc. https:// doi. org/ 10. 1109/ EITT. 2017. 40.
Irvine, V., Code, J., & Richards, L. (2013). Realigning Higher Education for the 21st-Century Learner through Multi-Access Learning. Journal of Online Learning and Teaching, 9(2).
McGovern, N., & Barnes, K. (2009). Lectures from My Living Room: A Pilot Study of Hybrid Learning from the Students’ Perspective. In F. L. Wang, J. Fong, L. Zhang, & V. S. K. Lee (Eds.), Hybrid Learning and Education (pp. 284–298). Berlin, Heidelberg: Springer. https:// doi. org/ 10. 1007/ 978-3- 642- 03697-2_ 27.
Miller, A. N., Sellnow, D. D., & Strawser, M. G. (2021). Pandemic pedagogy challenges and opportunities: instruction communication in remote, HyFlex, and BlendFlex courses. Communication Education, 70(2), 202–204. https:// doi. org/ 10. 1080/ 03634 523. 2020. 18574 18.
Ramsey, D., Evans, J., & Levy, M. (2016). Preserving the seminar experience. Journal of Political Science Education, 12(3), 256–267. https:// doi. org/ 10. 1080/ 15512 169. 2015. 10777 13.
Shi, Y., Tong, M., & Long, T. (2021). Investigating relationships among blended synchronous learning environments, students’ motivation, and cognitive engagement: A mixed-methods study. Computers and Education, 168. https:// doi. org/ 10. 1016/j. compe du. 2021. 104193.
Stahl, G., Koschmann, T., & Suthers, D. (2014). Computer-supported collaborative learning: An historical perspective. In R. K. Sawyer (Ed.), Cambridge handbook of the learning sciences, revised version (pp. 479–500). Cambridge, UK: Cambridge University Press.
Van, N. T., Abbas, A. F., Abuhassna, H., Awae, F., & Dike, D. (2021). Digital Readiness for Social Educators in Health Care and Online Learning During COVID-19 Pandemic: A Bibliometric Analysis. International Journal of Interactive Mobile Technologies (iJIM), 15(18), pp. 104–115. https://doi.org/10.3991/ijim.v15i18.25529
Weitze, C. L., Ørngreen, R., & Levinsen, K. (2013). The Global Classroom Video Conferencing Model and First Evaluations. I M. Ciussi & M. Augier (Eds.), Proceedings of the 12th European Conference on E-Learning: SKEMA Business School, Sophia Antipolis France, 30-31 October 2013 (pp.503-510). Reading, UK: Academic Conferences and Publishing International.
Zydney, J. M., McKimm, P., Lindberg, R., & Schmidt, M. (2019). Here or There Instruction: Lessons Learned in Implementing Innovative Approaches to Blended Synchronous Learning. TECH TRENDS, 63(2), 123–132. https:// doi. org/ 10. 1007/ s11528- 018- 0344-z.
In-Text Citation: (Abuhassna et al., 2022)
To Cite this Article: Abuhassna, H., Awae, F., Zitawi, D. U. D. Al, Bayoumi, K., & Alsharif, A. H. (2022). Hybrid Learning for Practical-based Courses in Higher Education Organizations: A Bibliometric Analysis. International Journal of Academic Research in Progressive Education and Development, 11(1), 1055–1064.
Copyright: © 2022 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode