Hybrid Instruction: A Study into Usage of Lecture and Student-Centered Learning During Class Time

Jeremy Parker; David Sutton; John Loase

doi:10.31686/ijier.vol9.iss3.3009

Authors

Jeremy Parker Bryant University
David Sutton Bryant University
John Loase Beijing Institute of Technology

DOI:

https://doi.org/10.31686/ijier.vol9.iss3.3009

Keywords:

blended pedagogy, lecture-based instruction, student-centered instruction, short assessments

Abstract

With declining confidence in higher education, it is timely to consider the optimization of students’ class time experience. This study argues that class time should be devoted to development of student innovative skill. The authors’ direct experience is blended with theory and findings from existing research to propose an innovative approach that, rather than being mutually exclusive, indicates the complementarity of lecture and student-centered pedagogies. In this hybrid format lectures provide the delivery of old and new knowledge, while the student-centered approach provides application of that information through class discussion and short, in-class assignments. The environment motivating this research is mainland China, with English Language Learner (ELL) Chinese students, with the study’s aim being their cognitive, intellectual and second language development. The objective of this hybrid approach is the development of enhanced ‘value add’ to students’ education, with a companion aim in the maintenance of tertiary institution and teaching relevance.

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Author Biographies

Jeremy Parker, Bryant University

Assistant Professor of Legal Studies, Business School
David Sutton, Bryant University

Associate Professor of Accounting, Accounting Department, Bryant University, Zhuhai,

Zhuhai, Guangdong province, China
John Loase, Beijing Institute of Technology

Associate Professor of Business Communication, School of Foreign Languages, Beijing Institute of Technology, Zhuhai, Guangdong province, China

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