ISSN: 2222-6990
Open access
This paper presents a comprehensive literature review related to hybrid e-learning model and application for higher education students. Blended learning, another name for hybrid learning, has become a well-liked teaching strategy that mixes traditional in-person instruction with online learning opportunities. This essay investigates the idea of hybrid learning and how it might be used in different kinds of learning environments. The advantages of hybrid learning are covered, including improved accessibility, flexibility, and student-centered learning experiences. The study also looks at important elements of successful hybrid learning deployments, like smart course design, efficient use of technology, and continuous support for instructors and students. It also draws attention to difficulties and factors related to hybrid learning, like concerns about digital equity and the requirement for professional development and training. This study offers insights into the potential of hybrid learning to alter education and increase student outcomes in the digital age through an extensive review of the research and case studies.
Anderson, T. & Elloumi, F. (2004). Theory and practice of online learning. Athabasca, Canada: Athabasca University.
AACTE Committee on Innovation and Technology. (2008). Handbook of technological pedagogical content knowledge (TPCK) for educators. New York: Routledge.
Adam, S. (2004). Using Learning Outcomes: A consideration of the nature, role, application and implications for European education of employing ‘learning outcomes’ at the local, national and international levels. United Kingdom Bologna Seminar.
Ayub, E., Leong, C. L., Yeo, H. C. D., & Ismail, R. S. (2022). Developing a Solution for Hybrid Classroom: A Pilot Study from a Malaysian Private University. Frontiers in Education, 17, https://doi.org/10.3389/feduc.2022.841363.
Beerli, A. (2003). Knowledge management and networked environments: Leveraging intellectual capital in virtual business communities. New York, Amacom, 103- 106.
De Wever, B., Van Keer, H., Schellens, T., & Valcke, M. (2009). Structuring asynchronous discussion groups: The impact of role support and self-assessment on students' levels of knowledge construction through social negotiation. Journal of Computer Assisted Learning, 25(2), 177-188.
Diggele, V. C., Burgess, A., & Mellis, C. (2020). Planning, preparing and structuring a small group teaching session. BMC Medical Education, 20(2), 462,
https://doi.org/10.1186/s12909-020-02281-4
Fransisca, M. & Saputra, R. P. (2023). Digital Technology’s Implementation in Hybrid Learning at Higher Educational Level. ResearchGate, 10.33022/ijcs.v12i3.321.
Khan, B. H. (2004). People, process and product continuum in e-learning: The e-learning P3 model. Educational Technology, 44(5), 33-40.
Kamparia, A., & Pandey, B. (2017). Impact of Interactive Multimedia in E-Learning Technologies. ResearchGate, DOI: 10.4018/978-1-5225-2489-2.ch007
MacDonald, J. C. (2001). The demand-driven learning model A framework for Web-based learning. Internet and Higher Education, 4, 9-30.
Mayer, E. R. (2003). Elements of a Science of E-Learning. Educational Computing Research Journal, 29(3), 297-313.
Muller, C., & Mildenberger, T. (2021). Facilitating flexible learning by replacing classroom time with an online learning environment: A systematic review of blended learning in higher education. Educational Research Review, 34.
https://doi.org/10.1016/j.edurev.2021.100394
Palloff, M. R., & Pratt, K. (2000). Lesson from the Cyberspace Classroom: The Realities of Online Teaching. Jossey-Bass.
Sheeba, S. A. (2019). Problem Based Learning: A Student-Centered Approach, Canadian Center of Science and Education, 12(5), 73-78.
Shieh, D. M., & Hsieh, Y. H. (2021). Study of Influence of Different Models of E-Learning Content Product Design on Students' Learning Motivation and Effectiveness. Frontier in Psychology, 12, 1-4.
Kamsin, I. F. (2024). Hybrid E-Learning Model and Applications. International Journal of Academic Research in Business and Social Sciences, 14(8), 640–648.
Copyright: © 2024 The Author(s)
Published by HRMARS (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