A case study of hybrid learning in higher education using quantitative research design
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There is currently limited work on synchronous forms of hybrid education although it has become the norm in university education. In addition, there is a gab on empirical studies that are focusing on quantitative measures (such as student performance data) in this particular setting. To compensate for this gab in the literature, the paper presents a case study of hybrid teaching in the context of higher education that revolves around a quasi-experimental design with student performance data. The results were analysed quantitatively and they indicate that there was no significant statistical difference between the two groups in their performance in the final exams (with a large size effect). That finding is somewhat surprising since there is research indicating that the learning experience and performance of the students that attend a hybrid learning course remotely are not equally good as in the case of the students that participate in-class/on-site.