Flexible Hybrid Learning: Comparative Study

  • Katerina KostolanyovaEmail author
  • Radka Jurickova
  • Ivana Simonova
  • Petra Poulova
Conference paper
Part of the Lecture Notes in Computer Science book series (LNCS, volume 9167)


Hybrid learning has become a widely exploited approach within the ICT-enhanced instruction. Making it flexible, so that the process of learning reflecting students’ needs and preferences was the problem solved in various ways at three Czech institutions of higher education. In the paper the whole process is described, describing the starting phase, which was identical at all three institutions, and comparing different models of flexible hybrid learning applied further, including the results of pedagogical experiments comparing learners’ knowledge in flexible and non-flexible learning. The results did not proved clearly visible differences, as neither world-recognized research did. Despite this, authors are persuaded that research activities in this field should go on, paying deeper attention to learners’ personal characteristics and other activities within the learning process.


Hybrid learning Pedagogical experiment Adaptive environment Flexibility Learning preferences Learning styles 



The paper is supported by the SPEV N. 2108 project.


  1. 1.
    Centre for Higher Education Studies, Further development plans: comparative analysis. NCDiV, Prague (2006)Google Scholar
  2. 2.
    Poulova, P., Simonova, I., Cerna, M.: eLearning at Czech Engineering Universities in 1998 – 2013. In: International Conference on Information, Business and Education Technology, ICIBET 2013, pp. 976–979 (2013)Google Scholar
  3. 3.
    Kostolanyova, K.: Teorie adaptivního e-learningu [Theory of adaptive learning]. University of Ostrava, Ostrava (2012)Google Scholar
  4. 4.
    Simonova, I., Poulova, P.: Learning Style Reflection within Tertiary e-Education. WAMAK, Hradec Kralove (2012)Google Scholar
  5. 5.
    Bonk, C.J., Graham, C.R. (eds.): Handbook of Blended Learning: Global Perspectives, Local Designs. Pfeiffer Publishing, San Francisco (2005)Google Scholar
  6. 6.
    Littlejohn, A., Pegler, C.: Preparing for Blended e-Learning. Routledge-Falmer, UK (2007)Google Scholar
  7. 7.
    Whitelock, D., Jelfs, A.: An editorial: journal of educational media special issue on blended learning. J. Educ. Media 28((2–3)), 99–100 (2003)Google Scholar
  8. 8.
    Allen, I.E., Seaman, J., Garret, R.: Blending in: the extent and promise of blended education in the United States. The Sloan Consortium, USA (2007).
  9. 9.
    Sloan Consortium, The blended learning toolkit.
  10. 10.
    Yamagata-Lynch, L.C.: Blending online asynchronous and synchronous learning. Int. Rev. Res. Open Distance Learn. 15(2), 189–212 (2014)Google Scholar
  11. 11.
    Porter, W.W., Graham, C.R., Spring, K.A., Welch, K.R.: Blended learning in higher education: institutional adoption and implementation. Comput. Educ. 75(6), 185–193 (2013)Google Scholar
  12. 12.
    Graham, C.R.: Blended learning systems: definitions current trends and future directions. In: Bonk, C.J., Graham, C.R. (eds.) The Handbook of Blended Learning: Global perspectives, Local Designs, pp. 3–21. Pfeiffer, San Francisco (2006)Google Scholar
  13. 13.
    Dziuban, C., Hartman, J., Judge, F., Moskal, P., Steven, S.: Blended learning enters mainstream. In: Bonk, C.J., Graham, C.R. (eds.) The Handbook of Blended Learning: Global Perspectives, Local Designs, pp. 195–208. Pfeiffer, San Francisco (2006)Google Scholar
  14. 14.
    Garrison, D.R., Kanuka, H.: Blended learning: uncovering its transformative potential in higher education. Internet High. Educ. 7(2), 95–105 (2004)CrossRefGoogle Scholar
  15. 15.
    Graham, C.R.: Emerging practice and research in blended learning. In: Moore, M.J. (ed.) Handbook of Distance Education, pp. 335–350. Routledge, New York (2013)Google Scholar
  16. 16.
    Poulova, P., Simonova, I.: Flexible e-learning: online courses tailored to student’s needs. In: Proceedings of the 9th International Scientific Conference on Distance Learning in Applied Informatics (DIVAI 2012), pp. 251–260. UKF, Nitra (2012)Google Scholar
  17. 17.
    Roschelle, J.: Unlocking the learning value of wire-less mobile devices. J. Comput. Assist. Learn. 19, 260–272 (2003)CrossRefGoogle Scholar
  18. 18.
    Simonova, I., Poulova, P.: Individualized online learning: tracking students’ performance in the online course. In: Proceedings of the CTA 2015. Bangkok, to be publishedGoogle Scholar
  19. 19.
    Lee, M.K., Cheung, C.M.K., Chen, Z.: Acceptance of interest based learning medium: the role of extrinsic and intrinsic motivation. Inf. Manag. 42(8), 1095–1104 (2005)CrossRefGoogle Scholar
  20. 20.
    Coffield, F. et al.: Learning styles and pedagogy in post-16 learning: a systematic and critical review. Newcatle University report on learning styles (2004).
  21. 21.
    Gregorc, A.F.: Learning/teaching styles: potent forces behind them. Educ. Leadersh. 36(1), 234–238 (1979)Google Scholar
  22. 22.
    Wakefield, A.B., Carlisle, C., Hall, A.G., Attree, M.J.: The expectations and experiences of blended learning approaches to patient safety education. Nurse Educ. Pract. 8(1), 54–61 (2008)CrossRefGoogle Scholar
  23. 23.
    Felder, R.M.: Are Learning Styles Invalid? (Hint: No!) (2010).
  24. 24.
    Gregorc, A.: Gregorc´s mind styles (2004).
  25. 25.
    Mitchell, D.P.: Learning Style: A Critical Analysis of the Concept and its Assessment. Kogan Page, London (2004)Google Scholar
  26. 26.
    Honey, P.: Learning styles – the key to personalized e-learning? (2010)
  27. 27.
    Mares, J.: Styly učení žáků a student (Learning styles of pupils and students). Portál, Praha (1998)Google Scholar
  28. 28.
    Jurickova, R.: The issue of optimizing foreign language teaching by means of e-learning. In: Proceedings of the 13th European Conference on e-Learning, ECEL 2014. Aalborg University, Copenhagen (2014)Google Scholar
  29. 29.
    Mares, J.: E-learning a individuální styly učení [Learning and individual learning styles]. Československá psychologie 48(3), 247–262 (2004)Google Scholar
  30. 30.
    Simonova, I., Poulova, P.: Learning and assessment preferences in the ICT-enhanced process of instruction. In: Proceedings of the 7th International Conference Hybrid Learning: Theory and Practice, (ICHL 2014), pp. 281–288. Springer (2014)Google Scholar
  31. 31.
    Johnston, C.A.: Unlocking the will to Learn. Corwin Press Inc., Thousand Oaks (1996)Google Scholar
  32. 32.
    Frydrychova Klimova, B. & Poulova, P.: Forms of instructions and students’ preferences – a comparative study. In: Proceedings of the 7th International Conference on Hybrid Learning: Theory and Practice, (ICHL 2014), pp.220–231. Springer (2014)Google Scholar

Copyright information

© Springer International Publishing Switzerland 2015

Authors and Affiliations

  • Katerina Kostolanyova
    • 1
    Email author
  • Radka Jurickova
    • 2
  • Ivana Simonova
    • 3
  • Petra Poulova
    • 3
  1. 1.Faculty of EducationUniversity of OstravaOstravaCzech Republic
  2. 2.VSB-Technical University of OstravaOstrava-PorubaCzech Republic
  3. 3.Faculty of Informatics and ManagementUniversity of Hradec KraloveHradec KraloveCzech Republic

Personalised recommendations