Abstract
The current erratic spread of the COVID-19 pandemic has forced many faculty and staff members to adjust to new government policies and procedures with regard to hybrid and remote teaching. This study discussed the perception of tenured faculty members who implemented hybrid teaching in the classroom. Using semistructured interviews, the researchers explored how instructors responded to the implementation of hybrid and remote teaching from a transitivity analysis. The results of this exploration contributed to the research development and scholarship of hybrid and remote teaching in Indonesia and around the globe.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
References
Ashwin, P., Abbas, A., & McLean, M. (2014). How do students’ accounts of sociology change over the course of their undergraduate degrees? Higher Education, 67(2), 219–234. https://doi.org/10.1007/s10734-013-9659-z
Bower, M., Kenney, J., Dalgarno, B., Lee, M. J. W., & Kennedy, G. E. (2014). Patterns and principles for blended synchronous learning: Engaging remote and face-to-face learners in rich-media real-time collaborative activities. Australasian Journal of Educational Technology, 30(3), 261–272. https://doi.org/10.14742/ajet.1697
Bower, M., Dalgarno, B., Kennedy, G. E., Lee, M. J. W., & Kenney, J. (2015). Design and implementation factors in blended synchronous learning environments: Outcomes from a cross-case analysis. Computers & Education, 86, 1–17. https://doi.org/10.1016/j.compedu.2015.03.006
Brown, G. (1993). Quality assurance for university teaching. Effective Teaching, 58, 211–232.
Chan, R. Y., Bista, K., & Allen, R. M. (2022). Online teaching and learning in higher education during the COVID-19: International perspectives and experiences. In Is online and distance learning the future in global higher education institution? The faculty perspectives during the COVID-19. Routledge. https://doi.org/10.4324/9781003125921-2
Clandinin, D. J., & Huber, J. (2010). Narrative Inquiry. In P. Peterson, E. Baker, & B. McGaw (Eds.), International encyclopedia of education (Edition-3) (pp. 436–441). Elsevier. https://doi.org/10.1016/b978-0-08-044894-7.01387-7
Connelly, F. M., & Clandinin, D. J. (1990). Stories of experience and narrative inquiry. Educational Researcher, 19(2), 2–14. https://doi.org/10.3102/0013189X019005002
Flynn-Wilson, L., & Reynolds, K. E. (2020). Student responses to virtual synchronous, hybrid, and face-to-face teaching/learning. International Journal of Technology in Education, 4(1), 46. https://doi.org/10.46328/ijte.43
Halliday, M. A. K. (1994). An introduction to functional grammar. Edward Arnold.
Harris, M. (1976). History and significance of the emic/etic distinction. Anthropol, 5, 329–350.
Hayes, S., & Tucker, H. (2021). Using synchronous hybrid pedagogy to nurture a community of inquiry. Journal of Hospitality, Leisure, Sport & Tourism Education, 29, 1–6. https://doi.org/10.1016/j.jhlste.2021.100339
Joseph, S., Oh, J., & Ackerman, P. (2018). Quest: A hybrid faculty teaching and learning community. The Journal of Continuing Higher Education, 66(1), 46–53. https://doi.org/10.1080/07377363.2018.1416255
Kist, W. (2015). Getting started with blended learning: How do I integrate online and face-to-face instruction? ASCD.
Laforune, A. M., & Lakhal, S. (2019). Differences in students’ perceptions of the community of inquiry. Canadian Journal of Learning and Technology, 45(3), 1–19. https://doi.org/10.21432/cjlt27839
Light, G., & Cox, R. (2001). Learning and teaching in higher education: The reflective professional. Sage Publications.
MacLeod, C., & Fraser, B. J. (2010). Development, validation and application of a modified Arabic translation of the what is happening in this class? (WIHIC) questionnaire. Learning Environments Research, 13(2), 105–125. https://doi.org/10.1007/s10984-008-9052-5
Major, C. H. (2010). Do virtual professors dream of electric students? University faculty experiences with online distance education. Teachers College Record, 112(8), 2154–2208.
Massey, D. S., Arango, J., Hugo, G., Kouaouci, A., Pellegrino, A., & Taylor, J. E. (1994). An Evaluation of International Migration Theory: The North American Case. Population and Development Review, 20(4), 699–751. https://doi.org/10.2307/2137660
Paine, L., & Fang, Y. (2006). Reform as hybrid model of teaching and teacher development in China. International Journal of Educational Research, 45(4), 279–289.
Stabile, C., & Ritchie, W. (2013). Clarifying the differences between training, development, and enrichment: The role of institutional belief constructs in creating the purpose of faculty development initiatives. In C. W. McKee, M. Johnson, W. F. Ritchie, & W. M. Tew (Eds.), The breadth of current faculty development: Practitioners’ perspectives: New directions for teaching and learning, Number 133 (pp. 71–84). John Wiley & Sons.
Thamrin., Aditia, R., & Hutasuhut, S. (2023). Key Factors to Foster Academic Performance in Online Learning Environment: Evidence From Indonesia During COVID-19 Pandemic. Cogent Education, 10(1), 2174726. https://doi.org/10.1080/2331186X.2023.2174726
Tshewang, R., Chandra, V., & Yeh, A. (2016). Students’ and teachers’ perceptions of classroom learning environment in Bhutanese eighth-grade mathematics classes. Learning Environments Research, 20(2), 269–288. https://doi.org/10.1007/s10984-016-9225-6
Vale, J., Oliver, M., & Clemmer, R. (2020). The influence of attendance, communication and distractions on the learning experience. Canadian Journal for the Scholarship of Teaching and Learning, 11(2). https://doi.org/10.5206/cjsotl-rcacea.2020.2.11105
Widodo, H. P. (2014). Methodological consideration in interview data transcription. International Journal of Innovation in English Language Teaching and Research, 3(1), 101–107.
Wu, G., Zheng, J., & Zhai, J. (2021). Individualized learning evaluation model based on hybrid teaching. The International Journal of Electrical Engineering & Education. https://doi.org/10.1177/0020720920983999
Yang, D., Wang, H., Metwally, A. H., & Huang, R. (2023). Student engagement during emergency remote teaching: A scoping review. Smart Learning Environments, 10(1), 1–17. https://doi.org/10.1186/s40561-023-00240-2
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2023 The Author(s), under exclusive license to Springer Nature Switzerland AG
About this chapter
Cite this chapter
Hafida, R., Hastowohadi, H., Burger, S.A., Mubarok, A. (2023). Exploring Faculty Members’ Perceptions of Hybrid Teaching in Indonesian Higher Education: Using Transitivity Analysis. In: Chan, R.Y., Lin, X., Bista, K. (eds) Rethinking Hybrid and Remote Work in Higher Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-36632-1_6
Download citation
DOI: https://doi.org/10.1007/978-3-031-36632-1_6
Published:
Publisher Name: Palgrave Macmillan, Cham
Print ISBN: 978-3-031-36631-4
Online ISBN: 978-3-031-36632-1
eBook Packages: EducationEducation (R0)