Hybrid Learning Aided Technology-Rich Instructional Tools -- A Case Study: Community College of Qatar

TL;DR

This study investigates the adoption and impact of hybrid learning at Community College of Qatar, highlighting positive attitudes but also challenges faced by students, instructors, and administrators in implementing technology-rich instructional tools.

Contribution

It provides insights into the structures, elements, and perceptions related to hybrid learning adoption in a community college setting.

Findings

Majority positive attitude towards hybrid learning

Identified challenges faced by users

Recommendations for effective instructional technology use

Abstract

Educational Institutions have an essential role in promoting the teaching and learning process, within universities, colleges, and communities. Due to the recent coronavirus COVID 19 pandemic, many educational institutions adopted hybrid learning (HL), which is a combination of classic and online learning. It integrates the advantages of both, and it is a fundamental factor to ensure continued learning. Technological innovations such as HL are changing the teaching process, and how students, lecturers, and administrators interact. Based on this, the Community College of Qatar (CCQ) focused on researching the structures and elements related to the adoption of HL. Thus, the goal of this research paper is to reveal the impact of HL on the learning process in CCQ, and the effective instructional technology (INST) tools required for a successful HL program. Our research questions for the survey were designed to measure the opinions of the students, instructors, and administrators about the HL program. It is observed from the results that the majority of students, instructors, and administrators showed a positive attitude toward HL, but some had negative views and experienced challenges. The results were analyzed and discussed to better utilize HL to meet the growing demands of the community.