WHY IS TEACHER PROFESSIONAL DEVELOPMENT IN THE HYBRID LEARNING LANDSCAPE IMPORTANT? A REVIEW OF CURRENT LITERATURE

ABSTRACT

The integration of hybrid learning, combining traditional classroom learning with online components, represents a significant shift in modern pedagogy, offering flexibility, accessibility and creativity. However, the successful implementation of hybrid learning models requires a paradigm shift in the professional development of teachers due to the unique challenges they face. This article explores the importance of teacher professional development within the framework of hybrid learning, and highlights the growing role of teachers in creating a dynamic learning environment that engages students in both face-to-face and online learning. It discusses the obstacles faced by educators, such as the digital divide, diverse technological competencies, and an overwhelming abundance of resources, emphasizing the need for ongoing learning and support. In addition, the article examines technostress and the problems associated with rapid technological progress, emphasizing the need for professional development of teachers to solve these problems. Finally, the article highlights the main components of teacher professional development in a hybrid learning environment and the importance of institutional support to facilitate teachers' adaptation to this changing educational landscape.

АННОТАЦИЯ

Интеграция гибридного обучения, сочетающего традиционное обучение в классе с онлайн-компонентами, представляет собой значительный сдвиг в современной педагогике, предлагая гибкость, доступность и креативность. Однако успешное внедрение моделей гибридного обучения требует смены парадигмы в профессиональном развитии учителей из-за уникальных проблем, с которыми они сталкиваются. В этой статье исследуется важность профессионального развития учителей в рамках гибридного обучения, подчеркивается растущая роль учителей в создании динамичной учебной среды, которая вовлекает учащихся как в очное, так и в онлайн-обучение. В нем обсуждаются препятствия, с которыми сталкиваются педагоги, такие как цифровой разрыв, различные технологические компетенции и подавляющее изобилие ресурсов, подчеркивая необходимость постоянного обучения и поддержки. Кроме того, в статье рассматривается техностресс и проблемы, связанные с быстрым технологическим прогрессом, подчеркивается необходимость профессионального развития учителей для решения этих проблем. Наконец, в статье подчеркиваются основные компоненты профессионального развития учителей в условиях гибридного обучения и важность институциональной поддержки для облегчения адаптации педагогов к этому меняющемуся образовательному ландшафту.

Keywords: hybrid learning, teacher training, technostress, educational technologies, digital literacy, pedagogical practice, institutional support.

Ключевые слова: гибридное обучение, повышение квалификации учителя, техностресс, образовательные технологии, цифровая грамотность, педагогическая практика, институциональная поддержка.

1. Introduction

The steady progress of the digital age has caused major changes in education towards alternative approaches to learning. For example, hybrid learning, which combines traditional classroom learning with online components, is a powerful tool in modern pedagogy as it provides flexibility, accessibility and creativity. To successfully navigate through a hybrid learning environment, teachers currently face previously uncommon obstacles that require a paradigm shift in their professional development.

This article explores existing issues and factors that show the importance of teacher professional development within the framework of hybrid learning. The role of teachers is becoming increasingly important as educational systems around the world adapt to the demands of hybrid learning. In addition to mastering new technologies and pedagogical approaches, their job is to develop a dynamic learning environment that engages students in both on-site and online learning.

At the center of the discussion is the realization that excellent professional development of teachers is essential to ensure the successful implementation of hybrid learning models. In order to take full advantage of hybrid learning and meet the diverse needs of their students, teachers need constant training and assistance. Consequently, influencing the direction of education in the future requires careful awareness of the state of professional development of teachers today.

However, due to the abundance of digital materials, problems arise. The digital divide, the different technological competencies of teachers and the overwhelming number of available resources all create significant difficulties for effective professional development. In addition, rapid technological progress implies a continuous cycle of learning and adaptation, which places an additional burden on teachers, who already face time constraints and workload.

Beyond technological considerations, the transition to hybrid learning requires a fundamental rethink of learning approaches. Teachers should develop digital literacy skills, create interesting online activities, and encourage a sense of community and collaboration in a virtual environment.

2.1 The teachers’ role in implementation of Hybrid learning

2.1.1. What is hybrid learning? Its strategic implementation

It is widely recognized that one of the progressive trends in education is the introduction of hybrid educational models. However, different sources offer different definitions of what constitutes a hybrid educational model, which indicates that there is no fixed, generally accepted definition. Depending on the context, any of the proposed definitions may be considered valid. For example, Sumandiyar (2021) characterizes hybrid learning as a method in which some students attend classes physically, while others participate in them virtually without leaving home. Teachers use video conferencing tools and software to simultaneously teach both remote and full-time students [1]. Conversely, Linder (2017) defines a hybrid learning model in education as the purposeful use of technology to replace traditional classroom time, aimed at creating an environment conducive to student learning [2]. This may entail online lectures combined with offline seminars or the integration of technology-based learning instead of traditional lectures. This latter scenario has similarities to the blended learning described by Delialioglu and Yildirim (2007), which involves the strategic integration of ICT technologies into academic courses to achieve learning goals [3]. Therefore, these terms can be used interchangeably in certain contexts.

But the importance and main purpose of hybrid education, regardless of its use, is determined by the fact that it seeks to improve the educational experience of students by combining the advantages of both face-to-face and online learning [2; 4]. However, arranging an appropriate hybrid format and executing it effectively is a challenging process; it demands knowledge, analysis, and expertise. According to Wang et al., (2023) determining how to merge the online and on-site components of hybrid education in order to maximize educational efficiency is a critical issue that must be addressed rapidly [5]. Furthermore, in the context of blended learning, teachers should prioritize developing students' initiative and passion for the learning process, along with traditional roles such as leadership and management [6]. And in this process, teacher behavior and effective learning play a vital role in ensuring a smooth transition to hybridity. However, since the hybrid model gained popularity after the pandemic and remains relatively new for both teachers and students, it requires openness to change and adaptability.

2.1.2. Technostress and challenges of hybrid learning

The integration of technology into the educational process of HE has the potential to improve learning outcomes and develop the necessary digital skills for students [7]. However, according to Abbas et. al., it is important to note that the excessive use of technology in higher education institutions has a negative impact on educators and students [8]. Widespread use of digital devices and platforms can lead to technostress, expressed in information overload, constant connectivity and digital exhaustion [9]. In the post-pandemic period, the introduction of new educational practices, such as hybrid learning environments, is proving to be excessively difficult, which can lead to technological stress of learning participants, both teachers and students [10]. The analysis done by Christian, et al (2020), also shows that online and hybrid learning increases the stress level for teachers and students by adding an extra load [11]. This type of stress and fatigue caused by technological means is known as "technostress" (Cao, Xu and Ali, 2023) [12]. Another challenge of HL implementation is about technical problems that arise while the teaching process irritates both teachers and students. According to Vereshchahina et al., even if teachers have a positive mindset toward HL, technical challenges and the university's availability of contemporary technology might cause problems with HL implementation [13]. These factors and challenges highlight the importance of teacher professional development and institutional support to facilitate it.

2.2. Teacher Professional Development in the Hybrid Learning Landscape

According to Salmon (2011), online or mixed approaches frequently require specific training for teachers [14]. Based on Pischetola (2021), professional development courses in HE should include the following components: hybridity to deal with the complexities of distributed learning, practice to develop productive and creative pedagogy, and being to develop ontological aspects of HE teachers' professional activities [15]. Philipsen (2019) claims that due to its complexity hybrid or blended learning needs careful planning, the time allocated to professional development becomes key, and program developers and trainers need to pay special attention to the required duration and workload [16]. They also claim that teachers often prefer longer teacher professional development programs, achieving balance is crucial in the context of hybrid/blended learning for effective planning, development, or participation in TPD initiatives. Moreover, the professional development of teachers must take into account the roles of teachers, professional identity, and educational beliefs of participants. As the educational environment is now being formed in an online or mixed way, teachers must rethink themselves in this new context, while educational institutions and workplaces must facilitate this process by providing the necessary time, support and opportunities for educators. However, many educational institutions face difficulties in meeting the requirements for professional development, which hinders the ability of teachers to improve their qualifications for hybrid or blended models using existing institutional resources [16].

Conclusion

In conclusion, the implementation of hybrid educational models represents a progressive trend in education aimed at combining the advantages of both offline and online formats.

However, the effective implementation of hybrid education has its own difficulties, such as the need to eliminate technical stress among teachers and students. The rapid adoption of digital tools and platforms, especially because of COVID-19 pandemic, has exacerbated this problem, highlighting the importance of teacher professional development and institutional support. In order to regulate the implementation and more comfortable learning process, it seems necessary to prioritize the personal and professional development of teachers in the context of hybridity.

The professional development of a teacher in hybrid learning should include a number of components, including teaching hybridity, pedagogical practice and the development of ontological aspects of teaching. In addition, attention should be paid to the duration and workload of professional development programs to ensure efficiency and balance.

As teachers understand the complexities of HL, educational institutions should prioritize the provision of resources, support and opportunities for professional growth. By doing so, teachers can successfully adapt to the changing educational landscape and maximize the advantages of HL for student academic outcomes.

Reference:

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