ISSN: 2222-6990
Open access
Since the Covid-19 pandemic, the term hybrid is increasingly used as one of the efforts to solve problems related to constraints due to standard operating procedures. Unfortunately, the hybrid concept in teaching and learning is not discussed much there is a need to know the research trends to improve the teaching and learning process, especially in Mathematics education. Data were collected using a systematic literature review (SLR) method based on keywords in the leading data databases Scopus and WOS. A total of 41 final articles with full access within a period of five years (2018-2022) have been identified based on Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA 2020) involving four phases, namely identification, then screening, eligibility review and inclusion inspection. Trend findings show research that has a positive impact on hybrid teaching and learning based on the year of publication, research approach, country of the author, and purpose of the study. The implications of this study can improve the country's educational aspirations to improve the education system in line with industrial revolution 4.0 and provide valuable contributions to scholars or researchers with a critical evaluation of existing research. Further studies can be carried out through more in-depth studies and further developed by future researchers to determine the effectiveness of the implementation of hybrid teaching and learning that can be linked to Mathematics education.
Aristika, A., Darhim, Juandi, D., & Kusnandi. (2021). The effectiveness of hybrid learning in improving of teacher-student relationship in terms of learning motivation. Emerging Science Journal, 5(4), 443–456. https://doi.org/10.28991/esj-2021-01288
Ashraf, M. A., Yang, M., Zhang, Y., Denden, M., Tlili, A., Liu, J., Huang, R., & Burgos, D. (2021). A systematic review of systematic reviews on blended learning: Trends, gaps and future directions. Psychology Research and Behavior Management, 14, 1525–1541. https://doi.org/10.2147/PRBM.S331741
Bakar, Mohamad & Ismail, N. (2020). Metacognitive online discussion for online teaching: A conceptual and impact on students engagement and mastery during coronavirus outbreaks. 6(1), 61–64.
Batra, S., Sharma, S. R., Kumra, N., & Gupta, M. (2021). Traditional vs e-teaching learning due to covid-19: A case study for mathematics course. Journal of Engineering Education Transformations, 35(1), 80–87. https://doi.org/10.16920/jeet/2021/v35i1/154401
Bouck, E. C., & Long, H. (2021). Online Delivery of a Manipulative-Based Intervention Package for Finding Equivalent Fractions. Journal of Behavioral Education, 0123456789. https://doi.org/10.1007/s10864-021-09449-y
Brunetto, D., Bernardi, G., Andrà, C., & Liljedahl, P. (2022). Teaching as a system: COVID-19 as a lens into teacher change. Educational Studies in Mathematics, 110(1), 65–81. https://doi.org/10.1007/s10649-021-10107-3
Cao, Y., Zhang, S., Chan, M. C. E., & Kang, Y. (2021). Post-pandemic reflections: lessons from Chinese mathematics teachers about online mathematics instruction. Asia Pacific Education Review, 22(2), 157–168. https://doi.org/10.1007/s12564-021-09694-w
Cavanaugh, J., Jacquemin, S. J., & Junker, C. R. (2022). Variation in Student Perceptions of Higher Education Course Quality and Difficulty as a Result of Widespread Implementation of Online Education During the COVID-19 Pandemic. Technology, Knowledge and Learning, 0123456789. https://doi.org/10.1007/s10758-022-09596-9
Chen, J. F., & Huang, H. F. (2018). Empirical study on the factors influencing the web-based teaching effect. Eurasia Journal of Mathematics, Science and Technology Education, 14(5), 1635–1643. https://doi.org/10.29333/EJMSTE/85035
Church, F. C., Cooper, S. T., Fortenberry, Y. M., Glasscock, L. N., & Hite, R. (2021). Useful teaching strategies in stemm (Science, technology, engineering, mathematics, and medicine) education during the covid-19 pandemic. Education Sciences, 11(11). https://doi.org/10.3390/educsci11110752
DeCoito, I., & Estaiteyeh, M. (2022). Transitioning to Online Teaching During the COVID-19 Pandemic: an Exploration of STEM Teachers’ Views, Successes, and Challenges. Journal of Science Education and Technology, 31(3), 340–356. https://doi.org/10.1007/s10956-022-09958-z
Durandt, R., Herbst, S., & Seloane, M. (2022). Teaching and learning first-year engineering mathematics at a distance: A critical view over two consecutive years. Perspectives in Education, 40(1), 143–163. https://doi.org/10.18820/2519593X/PIE.V40.I1.9
Fujita, T., Nakagawa, H., Sasa, H., Enomoto, S., Yatsuka, M., & Miyazaki, M. (2021). Japanese teachers’ mental readiness for online teaching of mathematics following unexpected school closures. International Journal of Mathematical Education in Science and Technology. https://doi.org/10.1080/0020739X.2021.2005171
Gehrtz, J., Vallines Mira, R., Duffer, C., & Prasad, P. V. (2022). Learning at a distance: can at-home activities measure up? International Journal of Mathematical Education in Science and Technology, 53(3), 689–697. https://doi.org/10.1080/0020739X.2021.1985180
Giberti, C., Arzarello, F., Bolondi, G., & Demo, H. (2022). Exploring students’ mathematical discussions in a multi-level hybrid learning environment. ZDM - Mathematics Education, March 2020. https://doi.org/10.1007/s11858-022-01364-4
Golding, J., & Bretscher, N. (2018). Developing pedagogies for a synchronous online course on teaching pre-university mathematics. Teaching Mathematics and Its Applications, 37(2), 98–112. https://doi.org/10.1093/teamat/hry010
Goulart, J. S. S., Farias, L. M. S., & Chaachoua, H. (2021). An Analysis of the Influences of a Hybrid Learning Environment in the Solution of Vector Tasks According to the Anthropological Theory of the Didactic (ATD). Mathematics Enthusiast, 18(3), 669–700. https://doi.org/10.54870/1551-3440.1540
Jeong, J. S., Gonzalez-Gomez, D., & Prieto, F. Y. (2020). Sustainable and flipped stem education: Formative assessment online interface for observing pre-service teachers’ performance and motivation. Education Sciences, 10(10), 1–14. https://doi.org/10.3390/educsci10100283
Jeroen, B., Michiel, S., Andrew, P., Gregoire, C. & Reza Karimi. (2020). Scopus as a curated, high-quality bibliometric data source for academic research in quantitative science studies.Quantitative Science Studies,1(1), 377-386.
Karimi, L., Ahmad, B. T. T., & Khodabandelou, R. (2013). Sense of community and English perceived learning in a social networking site: A study of Facebook. International Journal of E-Education, e-Business, e- Management, and e-Learning, 3(3), 224–228.
Kier, M. W., & Johnson, L. L. (2022). Exploring How Secondary STEM Teachers and Undergraduate Mentors Adapt Digital Technologies to Promote Culturally Relevant Education during COVID-19. Education Sciences, 12(1).
https://doi.org/10.3390/educsci12010048
Kurianski, K. M., Marzocchi, A. S., & Soto, R. C. (2022). Tools for humanizing mathematics classes in a virtual world (and beyond). International Journal of Mathematical Education in Science and Technology, 53(3), 698–707.
https://doi.org/10.1080/0020739X.2021.1985178
Lambert, S., & Alony, I. (2018). Embedding MOOCs in Academic Programmes as a Part of Curriculum Transformation: A Pilot Case Study. 73–81. https://doi.org/10.1007/978-981-10-7995-5_7
Le Pichon, E., Cummins, J., & Vorstman, J. (2021). Using a web-based multilingual platform to support elementary refugee students in mathematics. Journal of Multilingual and Multicultural Development, 0(0), 1–17.
https://doi.org/10.1080/01434632.2021.1916022
Muirhead, B., Robertson, L., & Vogel, E. (2018). Reflections on the Learning Management System: After Two Decades How Has It Effected Our Teaching and Learning Practices? INTED2018 Proceedings, 1, 2839–2846. https://doi.org/10.21125/inted.2018.0533
Musabirov, I., Pozdniakov, S., & Tenisheva, K. (2019). Predictors of academic achievement in blended learning: The case of data science minor. International Journal of Emerging Technologies in Learning, 14(5), 64–74. https://doi.org/10.3991/ijet.v14i05.9512
Nair, A., & Nair, R. K. R. (2021). Analysis of student satisfaction in the current online teaching scenario. Journal of Engineering Education Transformations, 34(Special Issue), 566–573. https://doi.org/10.16920/jeet/2021/v34i0/157214
Ni Fhloinn, E., & Fitzmaurice, O. (2022). Any advice? Lessons learned by mathematics lecturers for emergency remote teaching during the COVID-19 pandemic. International Journal of Mathematical Education in Science and Technology, 53(3), 566–572. https://doi.org/10.1080/0020739X.2021.1983049
Panisoara, I. O., Chirca, R., & Lazar, I. (2020). The effects of online teaching on students’ academic progress in stem. Journal of Baltic Science Education, 19(6), 1106–1124. https://doi.org/10.33225/JBSE/20.19.1106
Pavlysh, E. V., Astapchuk, S. V., Reid, A. A. M., Rio, C. R. Del, Mäkelä, T., Fenyvesi, K., Pnevmatikos, D., Christodoulou, P., & Mäkiö, J. (2021). Developing a Method for Measuring Science and Technology Oriented Creativity (STOC). Open Education Studies, 3(1), 212–225. https://doi.org/10.1515/edu-2020-0155
Pocsova, J., Mojzisova, A., Takac, M., & Klein, D. (2021). The impact of the covid-19 pandemic on teaching mathematics and students’ knowledge, skills, and grades. Education Sciences, 11(5). https://doi.org/10.3390/educsci11050225
Pourdavood, R. G., & Song, X. (2021). Engaging pre-service and in-service teachers in online mathematics teaching and learning: Problems and possibilities. International Journal of Learning, Teaching and Educational Research, 20(11), 96–114. https://doi.org/10.26803/ijlter.20.11.6
Rasheed, R. A., Kamsin, A., & Abdullah, N. A. (2021). An approach for scaffolding students peer-learning self-regulation strategy in the online component of blended learning. IEEE Access, 9, 30721–30738. https://doi.org/10.1109/ACCESS.2021.3059916
Rocha, K., Lussier, C. M., & Atit, K. (2022). What makes online teaching spatial? Examining the connections between K-12 teachers’ spatial skills, affect, and their use of spatial pedagogy during remote instruction. Cognitive Research: Principles and Implications, 7(1). https://doi.org/10.1186/s41235-022-00377-7
Segerby, C. (2022). Exploring How a University Mathematics Teacher’s Digital Relational Competence Can Be Manifested: A Micro-Analytical Study. Education Sciences, 12(4). https://doi.org/10.3390/educsci12040257
Shaw, L. M., & Tranter, M. R. (2021). Levelling the playing field in assessment: An analysis of attainment gaps for widening participation, black and minority ethnic mathematics undergraduates before and after the COVID-19 lockdown. Teaching Mathematics and Its Applications, 40(4), 497–505. https://doi.org/10.1093/teamat/hrab024
Singh-Pillay, A., & Naidoo, J. (2020). Context matters: Science, technology and mathematics education lecturers’ reflections on online teaching and learning during the covid-19 pandemic. Journal of Baltic Science Education, 19(6), 1125–1136.
https://doi.org/10.33225/JBSE/20.19.1125
Trenholm, S., Peschke, J., & Chinnappan, M. (2019). A Review of Fully Online Undergraduate Mathematics Instruction through the Lens of Large-Scale Research (2000-2015). Primus, 29(10), 1080–1100. https://doi.org/10.1080/10511970.2018.1472685
Van Nuland, S. E., Hall, E., & Langley, N. R. (2020). STEM crisis teaching: Curriculum design with e-learning tools. FASEB BioAdvances, 2(11), 631–637.
https://doi.org/10.1096/fba.2020-00049
Wang, K. (2021). A Theoretical Analysis Method of Spatial Analytic Geometry and Mathematics under Digital Twins. Advances in Civil Engineering, 2021(2018).
https://doi.org/10.1155/2021/8910274
Wang, L., Huang, Y., & Omar, M. K. (2020). Analysis of Blended Learning Model Application Using Text Mining Method. International Journal of Emerging Technologies in Learning, 16(1), 172–187. https://doi.org/10.3991/IJET.V16I01.19823
Wang, P. (2022). PLS-SEM Model of Integrated Stem Education Concept and Network Teaching Model of Architectural Engineering Course. Mathematical Problems in Engineering, 2022, 1–10. https://doi.org/10.1155/2022/7220957
Wu, C., Jing, B., Gong, X., Mou, Y., & Li, J. (2021). Student’s Learning Strategies and Academic Emotions: Their Influence on Learning Satisfaction During the COVID-19 Pandemic. Frontiers in Psychology, 12(September), 1–13.
https://doi.org/10.3389/fpsyg.2021.717683
In-Text Citation: (Rasalli & Matore, 2023)
To Cite this Article: Rasalli, R. I. Z., & Matore, M. E. @ E. M. (2023). Trends of the Implementation of Hybrid Teaching and Learning in Mathematics Education: A Systematic Literature Review. International Journal of Academic Research in Business and Social Sciences, 13(2), 256 – 273.
Copyright: © 2023 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 non0-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