INVESTIGATING THE INFLUENCE OF HAYBRID TEACHING ON SOCIAL INTERACTION AND INDEPENDENT LEARNING

Abstract

This study investigated the influence of hybrid teaching models on the social interaction and independent learning of university students. The objectives were to examine the impact of hybrid teaching on social interaction and to ascertain whether hybrid instruction affects students' capacity for independent learning. Ten participants from Abdul Wali Khan University Mardan were selected due to their extensive experience with hybrid teaching (more than five years). A ten-item, closed-ended questionnaire was developed, validated, and pilot-tested. The pilot test data were subjected to a reliability analysis, and Cronbach’s alpha coefficient was found to be 0.74. The validated instrument was then used to collect data, which were analyzed using percentages and graphs in Excel. The findings revealed that most respondents believed hybrid learning positively affects communication (50%), confidence in communication (60%), group work (70%), and teamwork (50%) among university students. It was concluded that hybrid learning enhances communication and social interaction, making students more confident in interacting with peers during blended courses. It is recommended that universities provide continuous professional development with incentives to encourage hybrid teaching.