Adapting Pedagogy in the Post-Pandemic Era: The Role of Hybrid Learning in Shaping Educational Quality

Abstract

Introduction: the pedagogical practice of the pandemic and post-pandemic periods shows a significant impact of hybrid forms of education on the quality of education. The study aims to determine their effectiveness and identify the most effective pedagogical transformations for further implementation in pedagogical practice. Method: the study used questionnaires, a comparison of learning outcomes, a pedagogical experiment, and a statistical evaluation of the results of the pedagogical experiment. Three levels of effectiveness of postpandemic transformations in pedagogy are outlined: low, medium and high. The questionnaire revealed that an increase in the share of independent work, work with digital learning tools, mixed forms of learning outcomes assessment have an average impact on the quality of learning, while the restriction of social contacts due to the prevalence of distance learning formats, a sharp transition to online learning, an increase in the workload of teachers and a reduction in practice for natural science have a negative impact and should be excluded from the educational process. Results: the article compares the impact of hybrid forms and post-pandemic transformations on the quality of education for the control and experimental groups before and after the experiment. It is determined that the mixed form of learning, open educational resources, and adaptive technologies for personalisation of learning are the most effective hybrid forms that can be enforced in the post-pandemic period. Conclusions: the analysis of the learning outcomes of higher education students in the testing group after the experiment showed that implementing the outlined hybrid forms of education increases the number of students with excellent, already good and good learning outcomes and decreases the number of students with low levels of learning.