Abstract
Now that Covid-19 restrictions have eased in most countries around the world, many universities have returned to full on-campus learning. Some, however, chose to further develop the online or hybrid teaching approaches and move towards new multimodal approaches like “hy-flex”, a portmanteau of hybrid and flexible learning. For this pilot study, a newly retrofitted Hybrid Plus Classroom was used to improve the quality of multimodal teaching. With a mixed methods design, this study documented the experiences of lecturers and students in a private tertiary institution in Singapore, identified challenges, and offers suggestions for improvement moving forward in using the Hybrid Plus Classroom for hybrid and/or multimodal teaching. The sample for this study consisted of 2 courses offered in a Diploma program, comprised of 2 lecturers and approximately 100 students in total. Quantitative instruments included a survey for lecturers and a survey for students, as well as the student ratings given on quarterly course evaluations. Qualitative instruments included lesson observations, and interviews with the lecturers at the end of their course. Initial results showed lecturers and students have a positive attitude towards hybrid and hyflex teaching as well as the potential need for more specialist support for lecturers in lesson delivery. Finally, this paper offers recommendations on roll-out and implementation of multimodal approaches in higher education.
Author Information
Laura Visser Kaldenbach, Singapore Institute of Management, Singapore
Maylyn Tan, Singapore Institute of Management, Singapore
Paper Information
Conference: BCE2023
Stream: Design
This paper is part of the BCE2023 Conference Proceedings (View)
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To cite this article:
Kaldenbach L., & Tan M. (2023) Developing Multimodal Learning in Singapore: Perspectives of Student and Lecturer in a Pilot Study for Hybrid and Hyflex Learning ISSN: 2435-9467 – The Barcelona Conference on Education 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2435-9467.2023.57
To link to this article: https://doi.org/10.22492/issn.2435-9467.2023.57
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