Journal of English Teaching through Movies and Media 2014;15(2):93-113.
Published online September 30, 2014.
The Effects of Hybrid Instruction on Task-Based Learning
Kyu Koh Kwang
Hybrid courses are defined as courses in which a significant portion of the learning activities are delivered online and time traditionally spent in the classroom is reduced but not eliminated. This study investigated the effects of hybrid courses delivered at a higher education institution. This experiment was carried out at a mid-size university in South Korea with undergraduate students majoring in English education. The participants were 79 students from freshman to senior grade majoring in English language education. Considering the potential of hybrid learning in higher education, a survey was conducted to measure students' perceptions of hybrid modules in comparison with other traditional face-to-face courses. The survey utilized a Likert scale consisting of ten multiple-choice questions to assess the participants' perception of hybrid instruction. With the belief that the hybrid effect is the combined outcome of face-to-face and online teaching, each style of instruction was also analyzed separately in terms of the time allocated to each instructional approach. The study revealed that hybrid courses are more effective than other traditional courses, owing to the synergy of both online and face-to-face factors. However, online instruction had a much greater impact on hybrid learning than face-to-face instruction.
Key Words: hybrid learning;blended learning;e-learning;computer-mediated communication(CMC)

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