To use technology creatively in classroom the instructor needs to have knowledge and skills to use digital technology. Teacher education program including training and workshop in using education technology by university is essential, to improve digital skills of a teacher, which helps to share knowledge, use tools that build collaboration and be a guide for students. Technology changes rapidly where newer education technology replaces the older ones. So, a teacher faces challenges in using technology and need support in using it better. Hence it is important for teachers to update their skills in using technology. As hybrid learning environment became common after pandemic situation, teachers’ preference changed from classroom teaching to a mix of online and classroom forms of teaching. This research is about studying the use of, difficulties and support needed in using education technology in hybrid environment in a Swedish university. The instrument of data collection in this study is a questionnaire sent to the respondents via email. The research findings show that the teachers in a Swedish university, teaching in hybrid learning environment have good digital skills for teaching. However, the results also show the problems faced, support needed to improve digital skills and preference to teach in hybrid environment over online only or classroom only environment. The aim of this study is to investigate from constructivist approach a) what education technology does a teacher use for teaching in hybrid learning environment in a Swedish university b) what support does the teacher need for teaching in hybrid learning environment and c) what are the issues faced by teachers in using education technology in hybrid learning environment. This research shows what education technology is used by teachers for teaching in hybrid teaching and learning environment in a Swedish university, their skills in using technology, what support is needed and what problems are faced in using technology for teaching. The findings of the study conclude that while educational technology offers significant benefits for hybrid teaching, ongoing support and addressing technical challenges are crucial for maximizing its effectiveness.

Besides the traditional face-to-face learning medium, online media are now available for students in various learning environments. The delivery of coursework through online media is on the increase in colleges and universities. However, research on the use of online learning media in beginning collegiate level foundational mathematics courses for non-mathematics and non-science majors is limited. Therefore, the purpose of this study was to investigate, within a foundational mathematics course, connections between media used for instruction in hybrid and online enhanced face-to-face learning environments and students’ media preferences. The online Web Course Tools (WebCT) Vista template used in this study was designed by the researcher and her colleague as a part of the hybrid fellowship project for a two-year college. Applying transactional distance theory and engagement theory, designers carefully analyzed each concept and determined which concepts would be delivered most effectively in each learning medium. This study was quantitative in nature. During Fall 2005, thirty-eight students in the Introduction to Mathematical Modeling course at a community college in the southeast participated in the final study. Students in the hybrid sections comprised the treatment group while students in the online face-to-face section comprised the control group. Throughout the semester, all students were asked to respond to questions on the following instruments: Assignment Feedback, Quiz Feedback, Test Feedback, and Project Feedback. Chi-Square analysis showed that significant differences were found in the majority of items on the Test Feedback instrument related to the linear and quadratic modules. In general, the treatment group preferred online learning at least half of the time and believed online resources provide the basic resources for learning the subject matter. Students’ written responses from the treatment group indicated that both online learner-content interactions, and in-class learner-instructor interactions supplemented the learning of mathematics. The control group preferred predominantly face-to-face learning and believed that learning primarily took place in a physical setting. The findings showed that the proportion of students who completed the course using the hybrid and face-to-face learning environments was not significantly different. Therefore, the data showed the success rate for both learning environments was about the same.

Short-term load forecasting (STLF) is an important part of the power generation process. For years, it has been achieved by traditional approaches stochastic like time series / but, new methods based on artificial intelligence emerged recently in literature and started to replace the old ones in the industry. In order to follow the latest developments and to have a modern system, it is aimed to make a research on STLF in Turkey, by neural networks. For this purpose, a method is proposed to forecast Turkey&rsquo / s total electric load one day in advance. A hybrid learning scheme that combines off-line learning with real-time forecasting is developed to make use of the available past data for adapting the weights and to further adjust these connections according to the changing conditions. It is also suggested to tune the step size iteratively for better accuracy. Since a single neural network model cannot cover all load types, data are clustered due to the differences in their characteristics. Apart from this, special days are extracted from the normal training sets and handled separately. In this way, a solution is proposed for all load types, including working days, weekends and special holidays. For the selection of input parameters, a technique based on principal component analysis is suggested. A traditional ARMA model is constructed for the same data as a benchmark and results are compared. Proposed method gives lower percent errors all the time, especially for holiday loads. The average error for year 2002 data is obtained as 1.60%.

The purpose of this comparative, quantitative study was to explore the relationship of interim test scores among remote and in-person learners, low-income students, and students with disabilities. In March 2020, a portion of students enrolled in a K-12 school in Northeast Tennessee was moved into remote learning until the end of the school year in May 2020. In July 2020, parents were given the option for their child to attend remote or in-person learning. While some chose in-person learning, giving reasons such as child-care, work obligations, or personal preference, others chose for their children to continue to receive online learning due to health concerns brought on by the pandemic. Since these decisions were made, some parents that originally opted for online learning chose to send their child back to school due to perceived obstacles faced within the online environment. This study was conducted to determine the efficacy of online learning in comparison to in-person learning for students grades three – six separated into the following categories: general population, students with disabilities, and low-income students. Comparison of both mathematics and literacy interim third quarter checkpoint data were analyzed using SPSS software to conduct a series of independent t-tests. Data were analyzed at the 0.05 level of significance. Twelve research questions were addressed testing corresponding null hypotheses. Results included third grade online literacy scores significantly exceeding the scores of in-person. Mean literacy and math scores were approximately equal for online and in-person learners. Overall, scores for students with disabilities and low socio-economic students were approximately equal whether the learners were online or in-person.

Utbildning på högskole- och universitetsnivå har under åren 2020-2022 präglats av enorma påfrestningar, förändringar och restriktioner i spåren av den pandemi som drog över världen. Under våren 2020 behövde många lärare inom högre utbildning, över en natt, ställa om sin undervisning från campusbaserad undervisning till onlinebaserad distansundervisning och många studenter fick därmed också helt andra förutsättningar inom sina utbildningar. Men denna nya situation var emellertid inte endast till ondo. Den väckte nämligen också i många fall nya progressiva pedagogiska och didaktiska idéer som gjorde det möjligt att fortsätta bedriva undervisning även om ett stort antal studenter inte var på plats i lärosalen. En av dessa idéer är den synkrona formen av hybridundervisning där studenter erbjuds att ta del av en och samma läraktivitet antingen genom att delta fysiskt på campus eller digitalt på distans. Denna studie utgör både ett didaktiskt och vetenskapligt kunskapsbidrag till den här formen av undervisning genom att, med kursdeltagares uppfattningar och erfarenheter som grund, sätta fingret på möjliga vinster och utmaningar i en högskolepedagogisk kontext och därmed vägleda lärare som vill prova på att undervisa på detta sätt i framtiden.

Although the instructional designer plays a role in the professional development of instructors in higher education, their perspectives are not explored as frequently compared to instructors and students in multi-modal research. Instructional designers need to keep up with the emerging technologies and changing educational landscape in order to equip instructors with the skills and knowledge they need to create meaningful learning experiences. One way to help instructional designers be able to help guide and support instructors is by creating guiding frameworks that help a designer think through the process and considerations when creating learning environments such as multi-modal. Using a design and development study, a guiding framework was constructed and operationalized using the design phase of the ADDIE model. / Doctor of Philosophy / Although the instructional designer plays a role in the professional development of instructors in higher education, their perspectives are not explored as frequently compared to instructors and students in multi-modal research. The term multi-modal refers to learning environments that take place across multiple modes. For instance, blended or hybrid learning environments. Instructional designers need to keep up with the emerging technologies and changing educational landscape in order to equip instructors with the skills and knowledge they need to create meaningful learning experiences. One way to help instructional designers be able to help guide and support instructors is by creating guiding frameworks that help a designer think through the process and considerations when creating learning environments such as multi-modal. This study conducted a design and development study which involved an analysis of literature and other resources to inform the development of the guiding framework. This study sought to address the practical needs of instructional designers in higher education through the creation of a framework that helps ensure they address key aspects in the design of multi-modal learning environments (i.e., blended or hybrid). The framework is grounded in theory and informed by an analysis of the literature. In order to validate the framework, an expert review panel of three was recruited to provide their insight and expertise. The feedback data was analyzed and the framework was enhanced based on the feedback. the framework helps contribute to the field by providing well-informed guidance in how to effectively design multi-modal environments. When instructional designers can effectively do this, they improve their practice which translates into the curriculum as well as the instructors who work closely with instructional designers. Overall, this can improve student outcomes.

Around 2011, hybrid learning became an official delivery modality for education. Hybrid learning is defined as the blend of online and face-to-face learning. The ratio of that blend, however, is often defined by state and higher education standards. At Virginia Tech, ALCE 3624: Communicating Agriculture in Writing is a hybrid delivery undergraduate writing course. The purpose of this study was to explore the system of hybrid learning in this course at a land grant university. This research used a qualitative methodology with a case study approach. Data was collected via four different measures: cognitive maps, cognitive map narrations, fieldnotes, and a survey. These measures collected data regarding the role of the teacher, student, and technology within ALCE 3624: Comm Ag in Writing. This study found that the student experience of learning was affected by noteworthy course content and face-to-face interactions. Further, students connected the course content and interactions to future implications of the coursework, appreciating how differentiation of learning affect the overall experience. Further, the study found that intentional course design was critical in hybrid learning. Within course design, the value of face-to-face interactions, online learning, and the blend of online and face-to-face learning were key factors. Additionally, the importance of teacher relationships and feedback and implications for the future were also significant. Finally, the dynamics between the teacher and student were found to be influential to student growth, the learning process, and face-to-face interactions. These findings are expected to be helpful in furthering the understanding of hybrid learning as a delivery modality. Specifically, the implications for practice are helpful to understanding hybrid learning in higher education, especially regarding course design, relationship building, differentiation of materials and practices, and technology use and accessibility. The implications for research show that higher education needs a better understanding of the future of hybrid learning, delving into the complexities of the delivery across all subject matters. Further, there is a need for training for teaching hybrid learning courses. / Ph.D. / In recent history, there are two common course delivery methods in higher education: face-to-face and online. More recently, a third course delivery method called hybrid learning has developed. This delivery is defined as the blend of online and face-to-face learning. There are different rules about the ratio of the blend, depending upon the state and institution rules. At Virginia Tech, there is a course titled ALCE 3624: Comm Ag in Writing. This undergraduate writing course uses the hybrid delivery method. The purpose of this study was to better understand hybrid learning at a land grant university. This research used a qualitative methodology with a case study approach. Data was collected via four different measures: cognitive maps (drawing a response to a prompt), cognitive map narrations (providing a spoken explanation of the cognitive map content), fieldnotes (weekly reflections from the teachers of the course), and a survey (ten open-ended, free response questions aimed at understanding the student experience in the course). These measures collected data regarding the role of the teacher, student, and technology within ALCE 3624: Comm Ag in Writing. This study found that the student experience of learning was affected by coursework they found to be meaningful, face-to-face interactions during class, the future applications of what was being learning, and different ways of learning. Course design was also highlighted as a critical aspect of hybrid learning. Results showed that face-to-face interactions, online learning, and the blend of online and face-to-face learning were important to effectively designing a hybrid learning course. Additionally, the importance of positive relationships with the teacher, regular feedback on completed assignments, and implications for the future were noted. Finally, the dynamics between the teacher and student were found to be influential to students in their understanding of course content. These findings are expected to be helpful in furthering the understanding of hybrid learning as a delivery modality in higher education. Specifically, the implications for practice are helpful to understanding how hybrid learning can be used in higher education, especially regarding course design, relationship building, different types of materials and practices, and technology use and accessibility. The implications for research can help to provide a better understanding of the future of hybrid learning in higher education and land grants, as well as training for hybrid learning courses.

The purpose of this study was to investigate student satisfaction in hybrid education courses as compared to the traditional face-to-face courses. This was done by focusing on 2 main factors involved in student satisfaction: student-instructor connection and student-faculty connection. Other factors such as the students’ level of technical experience and influence of outside forces such as jobs and families were also studied. Students at one community college in Appalachia were involved in this study. Forty-four students participated in this student. They survey included a Likert-type scale and had additional questions on the student’s prior experience in online and hybrid education as well as two open-ended questions regarding the advantages and disadvantages of online learning. The survey contained 67 questions. Statistical analyses of the data revealed: (1) Students who felt more connected with their instructors were more likely to express satisfaction in their online or hybrid courses. (2) Students who felt more connected with other students were more likely to express satisfaction in their online or hybrid courses. (3) No significance in students’ opinions regarding having an in-person component in their hybrid courses. (4) Students who were more technologically experienced were more likely to express satisfaction with their online or hybrid courses. (5) A significant difference between the mean and students’ overall satisfaction with their hybrid courses showing that overall, students are not satisfied with their experiences. (6) A significant difference from the mean student instructor connectivity score showed that students do not feel connected with their instructors. (7) No significance between the mean and the student-student connectivity score. (8) A significant difference between the mean and the technology score showed that students were not experienced with the technology used in their hybrid courses. (9) A significant difference between the mean score and the students’ opinions of the course design showed that students do not feel that the course design helped them learn.

This research has found that the field of international blended learning (BL) is prepared for stronger communication and collaboration. Collaboration is currently limited, and regions vary greatly in terms of citations. However, BL is growing worldwide and each region has much to offer to the community. Greater collaboration among researchers and practitioners can be profitable regardless of location. In the first article the authors compared the top cited BL articles to understand which articles from each region are the most cited, how the regions compare in terms of citations and which journals publish these highly cited articles. The authors used this data to construct a broad overview of the field as a whole and submit is as partial fulfillment of the literature review requirement. This research was designed by both authors and carried out by the first author with advice from the second author. In the second article the authors delved deeper into the top articles to discover and compare the topics and themes of the top articles on BL from different regions of the world. The authors examined methodological patterns, learner type, level of blend, terms for blending, and research questions in order to understand the research practices and topics of interest within the BL community. This article is also submitted as partial fulfillment of the literature review requirement for a master's degree in Instructional Psychology and Technology. This research was designed by both authors and carried out by the first author with advice from the second author.In the third article the authors sought to take a snapshot of the present state of blended learning. The authors drew conclusions from survey responses and interviews with current blended learning researchers and practitioners focused on BL around the world. This research was designed by both authors and carried out by the first author with advice from the second author and assistance from the third author. The first author conducted all interviews and made final decisions on coding and analysis, with input from the other authors.

At a technical post-secondary school in the Northeast United States, campus leaders lacked formative data of faculty skills and knowledge needed for instruction in a hybrid format involving both face-to-face instruction and on-line instruction. Therefore, the delivery of appropriate professional development (PD) programs for faculty whose duties include hybrid format instruction has not been provided. The purpose of this study was to identify the faculty experiences of teaching in a hybrid-learning environment, and their perceived PD needs to provide effective instruction in a hybrid-learning environment. This study explored vocational teachers' experiences and perceived PD needs related to teaching in a hybrid-teaching environment. Using Kolb's model of experiential learning, a qualitative case study design was used to sample 8 vocational instructors who met the criteria of teaching in the hybrid-learning environment in the medical assistant or the dental assistant programs. Data were collected using face-to-face interviews and were analyzed using axial coding. Themes emerging from the findings included the changing role of the instructor, concerns of plagiarism, faculty PD for teaching in a hybrid-learning environment, and practice using the learning management system (LMS). Findings based on themes indicated PD on the learning management system (LMS), and pedagogy to teach in the hybrid-learning environment is needed for the teachers. A white paper recommending initial on-going systemic PD for faculty teaching in the hybrid-learning environment was developed. Implications for social change are that faculties will become more knowledgeable instructing in the hybrid-learning environment, which will the development of hybrid teaching skills and better-prepared dental and medical assistant graduates who will provide improved care for clients.