Version 1
: Received: 31 October 2023 / Approved: 31 October 2023 / Online: 1 November 2023 (09:52:39 CET)
How to cite:
Eslit, E. R. Teacher-Student Interaction in Higher Education Institutions: Hybrid Language Learning in the Post-Pandemic Landscape. Preprints2023, 2023102107. https://doi.org/10.20944/preprints202310.2107.v1
Eslit, E. R. Teacher-Student Interaction in Higher Education Institutions: Hybrid Language Learning in the Post-Pandemic Landscape. Preprints 2023, 2023102107. https://doi.org/10.20944/preprints202310.2107.v1
Eslit, E. R. Teacher-Student Interaction in Higher Education Institutions: Hybrid Language Learning in the Post-Pandemic Landscape. Preprints2023, 2023102107. https://doi.org/10.20944/preprints202310.2107.v1
APA Style
Eslit, E. R. (2023). Teacher-Student Interaction in Higher Education Institutions: Hybrid Language Learning in the Post-Pandemic Landscape. Preprints. https://doi.org/10.20944/preprints202310.2107.v1
Chicago/Turabian Style
Eslit, E. R. 2023 "Teacher-Student Interaction in Higher Education Institutions: Hybrid Language Learning in the Post-Pandemic Landscape" Preprints. https://doi.org/10.20944/preprints202310.2107.v1
Abstract
In the ever-evolving landscape of higher education, the shift to hybrid teaching approaches has introduced novel challenges and opportunities for both educators and students. This qualitative study, grounded in a robust theoretical framework, combines in-depth literature reviews, informal interviews, observations, and thematic analysis to explore the multifaceted dynamics of hybrid language learning within a College of Arts and Sciences. By investigating the experiences of twenty students (referred to as 'S-Part 1' to 'S-Part 20'), the research delves into the core theme of 'Teacher-Student Interaction in Higher Education Institutions' and unpacks nine additional themes: 'Adaptability and Resilience,' 'Flexibility and Autonomy,' 'Connectivity Challenges,' 'Feelings of Isolation,' 'Technology Competence,' 'Personalized Learning,' 'Resource Accessibility,' 'Support Mechanisms,' and 'Positive Learning Experiences.' In this study, these themes encapsulate the diverse experiences and challenges encountered by teachers and college students as they navigate the evolving educational landscape. The insights derived from the study are underpinned by a robust theoretical framework and complemented by existing scholarly literature. As we delve into these themes, it becomes evident that they shed light on not only the intricacies of hybrid language learning but also the broader educational context, offering valuable guidance for educators, institutions, students, and researchers. Based on the ample results, recommendations are presented for school administrators, teachers, students, and future researchers to enhance the quality of hybrid teaching and learning, aligning it with the demands of the post-academic era. Overall, this study contributes to the ongoing dialogue on innovative pedagogical strategies and responsive educational environments, underlining the significance of teacher-student interaction in the new normal of higher education.
Keywords
Higher Education Institutions; Hybrid Language Learning; Post-Academic Landscape; Teacher-Student Interaction
Subject
Arts and Humanities, Humanities
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
