Adapting Pedagogy in the Post-Pandemic Era: The Role of Hybrid Learning in Shaping Educational Quality
DOI:
https://doi.org/10.56294/sctconf20251451Keywords:
post-pandemic transformations, hybrid forms of learning, quality of education, blended learning, use of open educational resources, adaptive technologies for personalised learning, higher education, vocational training, skills of the future, adaptive educational environment, innovative toolsAbstract
Introduction: The pedagogical practice of the pandemic and post-pandemic periods shows a significant impact of hybrid forms of education on the quality of education. The study aims to determine their effectiveness and identify the most effective pedagogical transformations for further implementation in pedagogical practice.
Methods: The study used questionnaires, a comparison of learning outcomes, a pedagogical experiment, and a statistical evaluation of the results of the pedagogical experiment. Three levels of effectiveness of post-pandemic transformations in pedagogy are outlined: low, medium and high. The questionnaire revealed that an increase in the share of independent work, work with digital learning tools, mixed forms of learning outcomes assessment have an average impact on the quality of learning, while the restriction of social contacts due to the prevalence of distance learning formats, a sharp transition to online learning, an increase in the workload of teachers and a reduction in practice for natural science have a negative impact and should be excluded from the educational process.
Results: The article compares the impact of hybrid forms and post-pandemic transformations on the quality of education for the control and experimental groups before and after the experiment. It is determined that the mixed form of learning, open educational resources, and adaptive technologies for personalisation of learning are the most effective hybrid forms that can be enforced in the post-pandemic period.
Conclusions: The analysis of the learning outcomes of higher education students in the testing group after the experiment showed that implementing the outlined hybrid forms of education increases the number of students with excellent, already good and good learning outcomes and decreases the number of students with low levels of learning.
References
Maaß, S, Wortelker J, Rott A. Evaluating the regulation of social media: An empirical study of the German NetzDG and Facebook. Telecommunications Policy. 2024:102719. https://doi.org/10.1016/j.telpol.2024.102719
Permana D, Utomo. Enhance scientific attitudes using stereoscopic 3D images in primary school. In 2020 6th International Conference on Computing Engineering and Design (ICCED), Sukabumi, Indonesia; 2020:1-4. https://doi.org/10.1109/ICCED51276.2020.9415763
Li H, Majumdar R, Chen MR, Ogata H. A goal-oriented active learning (goal) system to promote reading engagement, self-directed learning behaviour, and motivation in extensive reading. Computers Education. 2021;171:104239. https://doi.org/10.1016/j.compedu.2021.104239
Hu H, Peng L, Li X, Zhao X. A survey of children’s peer communication ability: Comparison of high vision courses with other courses. In 2020 International Conference on Big Data and Informatisation Education (ICBDIE), Zhangjiajie, China; 2020:114-118. https://doi.org/10.1109/ICBDIE50010.2020.00033
Aung HL, Kham NSM. A conceptual framework for ICT policy development in Myanmar education sector. In 2023 IEEE Conference on Computer Applications (ICCA). Yangon, Myanmar; 2023:417-422. https://doi.org/10.1109/ICCA51723.2023.10181934
Biloshchytskyi A, Omirbayev S, Mukhatayev A, Faizullin A, Toxanov S, Kassenov K. Research on the formation level of methodological competence of IT disciplines teachers. In 2020 IEEE 2nd International Conference on Advanced Trends in Information Theory (ATIT). Kyiv, Ukraine; 2020:242-245. https://doi.org/10.1109/ATIT50783.2020.9349337
Mebert L, Barnes R, Dalley J, Gawarecki L, Ghazi-Nezami F, Shafer G, Slater J, Yezbick E. Fostering student engagement through a real-world, collaborative project across disciplines and institutions. Higher Education Pedagogies. 2020;5:30-51. https://doi.org/10.1080/23752696.2020.1750306
Batsurovska I, Dotsenko N, Gorbenko O, Haleeva A, Kurepin V. Online control of educational results of the unit "Electricity" in the conditions of blended learning. Journal of Physics: Conference Series. 2024;2871:012013. https://doi.org/10.1088/1742-6596/2871/1/012013
Weiland C, McCormick M, Duer J, Friedman-Krauss A, Pralica M, Xia S, Nores M, Mattera S. The mixed-delivery pre-k opportunity gap? Differences in demographics, quality, and children’s gains in community-based versus public school programmes across five large-scale systems. Early Childhood Research Quarterly. 2024;68:247-259. https://doi.org/10.1016/j.ecresq.2024.05.004
Dotsenko N. Interactive posters as a learning tool for practical tasks in the context of electrical engineering education. In 2023 IEEE 5th International Conference on Modern Electrical and Energy System (MEES), Kremenchuk, Ukraine; 2023:1-5. https://doi.org/10.1109/MEES61502.2023.10402463
Seddighi H, López López M, Zwitter A, Muldoon M, Sajjadi H, Yousefzadeh S. Non-formal disaster education programmes for school students in Iran: A qualitative study of the challenges experienced by stakeholders. International Journal of Disaster Risk Reduction. 2023;86:103531. https://doi.org/10.1016/j.ijdrr.2023.103531
Joko AB, Santoso AB, Widayaka PD. The effect of learning readiness and prerequisite courses on project-based learning on student competencies in working on electrical machine repair projects in the post-COVID-19 transition period. 2022 Fifth International Conference on Vocational Education and Electrical Engineering (ICVEE), Surabaya, Indonesia; 2022:211-215. https://doi.org/10.1109/ICVEE57061.2022.9930406
Diaz J, Kumar Chaudhary A, Jayaratne K, Assan E. Expanding evaluator competency research: Exploring competencies for programme evaluation using the context of non-formal education. Evaluation and programme planning. 2020;79:101790. https://doi.org/10.1016/j.evalprogplan.2020.101790
Manca S. Snapping, pinning, liking or texting: Investigating social media in higher education beyond Facebook. The Internet and Higher Education. 2020;44:100707. https://doi.org/10.1016/j.iheduc.2019.100707
Post LS, Guo P, Saab N, Admiraal W. Effects of remote labs on cognitive, behavioural, and affective learning outcomes in higher education. Computers & Education. 2019;140:103596. https://doi.org/10.1016/j.compedu.2019.103596
Sales AB, Boscarioli C. Teaching and learning of interface design: An experience using project-based learning approach. In 16th Iberian Conference on Information Systems and Technologies (CISTI), Chaves, Portugal; 2021:1-6. https://doi.org/10.23919/CISTI52073.2021.9476547
Bao J, Han X, Yang H. Blended teaching mode of the course of mechanical engineering materials and forming technology fundamentals using Rain Classroom. In 2022 International Conference on Engineering Education and Information Technology (EEIT), Nanjing, China; 2022:66-70. https://doi.org/10.1109/EEIT56566.2022.00023
Smit BHJ, Tigelaar DEH, Berry AK, Admiraal WF. Teacher educators’ views on educating pre-service teachers for participatory action research in secondary schools. Teaching and Teacher Education. 2024;141:104460. https://doi.org/10.1016/j.tate.2023.104460
Zarifis A, Efthymiou L. The four business models for AI adoption in education: Giving leaders a destination for the digital transformation journey. In 2022 IEEE Global Engineering Education Conference (EDUCON), Tunis, Tunisia; 2022:1868-1872. https://doi.org/10.1109/EDUCON52537.2022.9766687
Almalky H, Alwahbi A. Teachers’ perceptions of their experiences with inclusive education practices in Saudi Arabia. Research in Developmental Disabilities. 2023;140:104584. https://doi.org/10.1016/j.ridd.2023.104584
Inoue M, Suhara Y, Ichikawa M, Chen X, Wagatsuma T. Planning and implementation of large-scale online project-based learning and flipped classes. 2020 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE), Takamatsu, Japan; 2020:918-921. https://doi.org/10.1109/TALE48869.2020.9368494
Muschkin C, Ladd H, Sauval M. Pre-K enrolments and teaching environments in North Carolina elementary schools. Children and Youth Services Review. 2024;164:107832. https://doi.org/10.1016/j.childyouth.2024.107832
Alkhatib OJ. An effective assessment method of higher-order thinking skills (problem-solving, critical thinking, creative thinking, and decision-making) in engineering and humanities. 2022 Advances in Science and Engineering Technology International Conferences (ASET), Dubai, United Arab Emirates; 2022:1-6. https://doi.org/10.1109/ASET53988.2022.9734856
Gladshiya VB, Sharmila K. Analysing the student’s risk in using electronic gadgets using hybrid machine learning model as a case study. 2022 11th International Conference on System Modeling & Advancement in Research Trends (SMART), Moradabad, India; 2022:689-691. https://doi.org/10.1109/SMART55829.2022.10047035
Barkovska O, Ivashchenko H, Rosinskiy D, Zakharov D. Educational training simulator for monitoring reading technique and speed based on speech-to-text (STT) methods. Information Technologies and Learning Tools. 2024;103(5):21-38. https://doi.org/10.33407/itlt.v103i5.5647
Yeremenko T, Lukyanchenko I, Demchuk A. Development of prospective EFL teachers’ questioning skills in classroom discourse: An interdisciplinary approach. Advanced Education. 2022;9(21): 22-39. https://doi.org/10.20535/2410-8286.254730
Castaño-Muñoz J, Rodrigues M. Open to MOOCs? Evidence of their impact on labour market outcomes. Computers & Education. 2021;173:104289. https://doi.org/10.1016/j.compedu.2021.104289
Khambuo S, Tep P, Tanprasertkul S. Implementing a constructionist project-based learning approach to enhance chemistry learning achievement in eleventh grade students. 2024 9th International STEM Education Conference (iSTEM-Ed), Cha-am, Hua Hin, Thailand; 2024:1-5. https://doi.org/10.1109/iSTEM-Ed62750.2024.10663104
Nuankaew P, Nasa-Ngium P, Nuankaew WS. Self-regulated learning styles in hybrid learning using educational data mining analysis. 2022 26th International Computer Science and Engineering Conference (ICSEC), Sakon Nakhon, Thailand; 2022:208-212. https://doi.org/10.1109/ICSEC56337.2022.10049322
Purahong B, Sithiyopasakul S, Sithiyopasakul P, Anuwongpinit T, Archevapanich T, Vichaiva P. (2021). Hybrid learning during the COVID-19 pandemic of engineering students at KMITL, Thailand. 2021 6th International STEM Education Conference (iSTEM-Ed), Pattaya, Thailand, 1-4. https://doi.org/10.1109/iSTEM-Ed52129.2021.9625090
Makhachashvili R, Semenist I. Progress of digital learning individual quality assessment in Oriental and European languages university programmes through the pandemic. 2022 4th International Conference on Computer Science and Technologies in Education (CSTE), Xi’an, China; 2022, 133-138. https://doi.org/10.1109/CSTE55932.2022.00031
Liu X. Research on the breakthrough path of online and offline education integration under the background of deep integration of information technology and education. 2022 3rd International Conference on Education, Knowledge and Information Management (ICEKIM), Harbin, China. 2022:863-867. https://doi.org/10.1109/ICEKIM55072.2022.00189
Mahfoodh H, AlAtawi H. Higher education in COVID-19: From emergency to sustainable remote education. 2021 Sustainable Leadership and Academic Excellence International Conference (SLAE), Manama, Bahrain; 2021:1-7. https://doi.org/10.1109/SLAE54202.2021.9788076
Sánchez-López AL, Lozano-Sánchez LM, Parra-Córdova A, Castañeda-Sedano J, Ek JI. Implementation of hybrid chemistry labs as a learning strategy in post-COVID times. In 2022 IEEE Global Engineering Education Conference (EDUCON), Tunis, Tunisia; 2022:683-686. https://doi.org/10.1109/educon52537.2022.9766504
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Liudmyla Shlieina, Nataliia Tkachenko, Roman Kurok, Tetiana Lagodych, Rostyslav Liashenko (Author)

This work is licensed under a Creative Commons Attribution 4.0 International License.
The article is distributed under the Creative Commons Attribution 4.0 License. Unless otherwise stated, associated published material is distributed under the same licence.