Perceptions of Classroom Interactions and Students’ Thriving in Hybrid and Blended Learning: A Multi-Group Analysis
Keywords:
blended learning, classroom interaction, hybrid learning, pedagogy, thriving at class
Abstract
This study aims to uncover the relationship between the quality of class interaction in learning activities and student thriving in the two methods (hybrid and blended) used in the past year. Using a sample of 112 students selected through a purposive approach, data were collected using a questionnaire at the end of the semester in 2021/2022. Partial least square structural equation modeling (PLS-SEM) with multi-group analysis (MGA) was applied to test the model. The study's results provide empirical support regarding the relationship between classroom interaction quality and student perceived thrive (vitality and learning) in both learning modes. Finally, a comparison of the effects based on MGA identified that the quality of classroom interaction was more effective on vitality than blended learning compared to hybrid learning. While regarding perceived learning, the dominant effect of classroom interaction is more effective in blended learning mode.
References
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Calderwood, C., & Gabriel, A. S. (2017). Thriving at school and succeeding at work? A demands-resources view of spillover processes in working students. Journal of Vocational Behavior, 103, 1–13. https://doi.org/10.1016/j.jvb.2017.07.010
Captari, L. E., Hook, J. N., Mosher, D. K., Boan, D., Aten, J. D., Davis, E. B., Davis, D. E., & Van Tongeren, D. R. (2018). Negative religious coping and burnout among national humanitarian aid workers following Typhoon Haiyan. Journal of Psychology and Christianity, 37(1), 28–42.
Condie, R., & Livingston, K. (2007). Blending online learning with traditional approaches: changing practices. British Journal of Educational Technology, 38(2), 337–348. https://doi.org/10.1111/j.1467-8535.2006.00630.x
Edward, C. N., Asirvatham, D., & Johar, M. G. M. (2018). Effect of blended learning and learners’ characteristics on students’ competence: An empirical evidence in learning oriental music. Education and Information Technologies, 23(6), 2587–2606. https://doi.org/10.1007/s10639-018-9732-4
Farahani, I., Laeer, S., Farahani, S., Schwender, H., & Laven, A. (2020). Blended learning: Improving the diabetes mellitus counseling skills of German pharmacy students. Currents in Pharmacy Teaching and Learning, 12(8), 963–974. https://doi.org/10.1016/j.cptl.2020.04.016
Fernandez, M., Sturts, J., Duffy, L. N., Larson, L. R., Gray, J., & Powell, G. M. (2019). Surviving and Thriving in Graduate School. SCHOLE: A Journal of Leisure Studies and Recreation Education, 34(1), 3–15. https://doi.org/10.1080/1937156X.2019.1589791
Ghazal, S., Al-Samarraie, H., & Aldowah, H. (2018). “I am Still Learning”: Modeling LMS Critical Success Factors for Promoting Students’ Experience and Satisfaction in a Blended Learning Environment. IEEE Access, 6, 77179–77201. https://doi.org/10.1109/ACCESS.2018.2879677
Hair, J. F., Risher, J. J., Sarstedt, M., & Ringle, C. M. (2019). When to use and how to report the results of PLS-SEM. European Business Review, 31(1), 2–24. https://doi.org/10.1108/EBR-11-2018-0203
Havik, T., & Westergård, E. (2020). Do Teachers Matter? Students’ Perceptions of Classroom Interactions and Student Engagement. Scandinavian Journal of Educational Research, 64(4), 488–507. https://doi.org/10.1080/00313831.2019.1577754
Heilferty, C. M., Phillips, L. J., & Mathios, R. (2021). Letters from the pandemic: Nursing student narratives of change, challenges and thriving at the outset of COVID‐19. Journal of Advanced Nursing, 77(8), 3436–3445. https://doi.org/10.1111/jan.14862
Hendryadi, H., Puspita, N., Endit, I., Suryani, S., Kusumaningrum, H., Cahyadi, A., Islam, U., & Antasari, N. (2022). Evaluation of Loneliness , Social Self-efficacy , and Burnout Relationship among Islamic University Students. Indonesian Journal of Islamic Education Studies, 5(December 2022), 162–179. https://doi.org/10.1037/pag0000287.3
Heo, H., Bonk, C. J., & Doo, M. Y. (2022). Influences of depression, self-efficacy, and resource management on learning engagement in blended learning during COVID-19. The Internet and Higher Education, 54, 100856. https://doi.org/10.1016/j.iheduc.2022.100856
Kleine, A.-K., Rudolph, C. W., & Zacher, H. (2019). Thriving at work: A meta-analysis. Journal of Organizational Behavior, 40(9–10), 973–999. https://doi.org/https://doi.org/10.1002/job.2375
Manciaracina, A. (2020). A tool for designing hybrid learning contexts in higher education. Interaction Design and Architecture(S), 46, 137–155. https://doi.org/10.55612/s-5002-046-007
Martin, A. J., & Collie, R. J. (2019). Teacher–student relationships and students’ engagement in high school: Does the number of negative and positive relationships with teachers matter? Journal of Educational Psychology, 111(5), 861–876. https://doi.org/10.1037/edu0000317
Masalimova, A. R., Ryazanova, E. L., Tararina, L. I., Sokolova, E. G., Ikrennikova, Y. B., Efimushkina, S. V., & Shulga, T. I. (2021). Distance learning hybrid format for university students in post-pandemic perspective: Collaborative technologies aspect. Cypriot Journal of Educational Sciences, 16(1), 389–395. https://doi.org/10.18844/cjes.v16i1.5536
McGrath, C., Palmgren, P. J., & Liljedahl, M. (2021). Beyond brick and mortar: Staying connected in post‐pandemic blended learning environments. Medical Education, 55(8), 890–891. https://doi.org/10.1111/medu.14546
Mizani, H., Cahyadi, A., Hendryadi, H., Salamah, S., & Retno Sari, S. (2022). Loneliness, student engagement, and academic achievement during emergency remote teaching during COVID-19: the role of the God locus of control. Humanities and Social Sciences Communications, 9(1), 305. https://doi.org/10.1057/s41599-022-01328-9
Peres, P., Lima, L., & Lima, V. (2014). B-learning Quality: Dimensions, Criteria and Pedagogical Approach. European Journal of Open, Distance and E-Learning, 17(1), 56–75. https://doi.org/10.2478/eurodl-2014-0004
Perkins, D. F., Syvertsen, A. K., Mincemoyer, C., Chilenski, S. M., Olson, J. R., Berrena, E., Greenberg, M., & Spoth, R. (2016). Thriving in School. Youth & Society, 48(6), 739–762. https://doi.org/10.1177/0044118X13512858
Pianta, R. C., Hamre, B. K., & Allen, J. P. (2012). Teacher-Student Relationships and Engagement: Conceptualizing, Measuring, and Improving the Capacity of Classroom Interactions. In Handbook of Research on Student Engagement (pp. 365–386). Springer US. https://doi.org/10.1007/978-1-4614-2018-7_17
Porath, C., Spreitzer, G., Gibson, C., & Garnett, F. G. (2012). Thriving at work: Toward its measurement, construct validation, and theoretical refinement. Journal of Organizational Behavior, 33(2), 250–275. https://doi.org/https://doi.org/10.1002/job.756
Saboowala, R., & Manghirmalani Mishra, P. (2021). Readiness of In-service Teachers Toward a Blended Learning Approach as a Learning Pedagogy in the Post-COVID-19 Era. Journal of Educational Technology Systems, 50(1), 9–23. https://doi.org/10.1177/00472395211015232
Singh, J., Steele, K., & Singh, L. (2021). Combining the Best of Online and Face-to-Face Learning: Hybrid and Blended Learning Approach for COVID-19, Post Vaccine, & Post-Pandemic World. Journal of Educational Technology Systems, 50(2), 140–171. https://doi.org/10.1177/00472395211047865
Spreitzer, G., Sutcliffe, K., Dutton, J., Sonenshein, S., & Grant, A. M. (2005). A Socially Embedded Model of Thriving at Work. Organization Science, 16(5), 537–549. https://doi.org/10.1287/orsc.1050.0153
Tahir, I., Van Mierlo, V., Radauskas, V., Yeung, W., Tracey, A., & da Silva, R. (2022). Blended learning in a biology classroom: Pre‐pandemic insights for post‐pandemic instructional strategies. FEBS Open Bio, 12(7), 1286–1305. https://doi.org/10.1002/2211-5463.13421
Wijaya, M. M., & Budiman, M. (2021). Character Development Based on Hybrid Learning in the Post-Pandemic Era. At-Ta’dib, 16(2), 170. https://doi.org/10.21111/at-tadib.v16i2.6736
Zajda, J. (2018). Effective Constructivist Pedagogy for Quality Learning in Schools. Educational Practice and Theory, 40(1), 67–80. https://doi.org/10.7459/ept/40.1.05
Zhao, J., Zhou, K., & Ding, Y. (2022). Digital Games-Based Learning Pedagogy Enhances the Quality of Medical Education: A Systematic Review and Meta-Analysis. The Asia-Pacific Education Researcher, 31(4), 451–462. https://doi.org/10.1007/s40299-021-00587-5
Al-Fodeh, R. S., Alwahadni, A. M. S., Abu Alhaija, E. S., Bani-Hani, T., Ali, K., Daher, S. O., & Daher, H. O. (2021). Quality, Effectiveness and Outcome of Blended Learning in Dental Education during the COVID Pandemic: Prospects of a Post-Pandemic Implementation. Education Sciences, 11(12), 810. https://doi.org/10.3390/educsci11120810
Blau, P. M. (1964). Exchange and power in social life. Transaction Publishers.
Cahyadi, A., Hendryadi, Widyastuti, S., Mufidah, V. N., & Achmadi. (2021). Emergency remote teaching evaluation of the higher education in Indonesia. Heliyon, 7(8), e07788. https://doi.org/https://doi.org/10.1016/j.heliyon.2021.e07788
Calderwood, C., & Gabriel, A. S. (2017). Thriving at school and succeeding at work? A demands-resources view of spillover processes in working students. Journal of Vocational Behavior, 103, 1–13. https://doi.org/10.1016/j.jvb.2017.07.010
Captari, L. E., Hook, J. N., Mosher, D. K., Boan, D., Aten, J. D., Davis, E. B., Davis, D. E., & Van Tongeren, D. R. (2018). Negative religious coping and burnout among national humanitarian aid workers following Typhoon Haiyan. Journal of Psychology and Christianity, 37(1), 28–42.
Condie, R., & Livingston, K. (2007). Blending online learning with traditional approaches: changing practices. British Journal of Educational Technology, 38(2), 337–348. https://doi.org/10.1111/j.1467-8535.2006.00630.x
Edward, C. N., Asirvatham, D., & Johar, M. G. M. (2018). Effect of blended learning and learners’ characteristics on students’ competence: An empirical evidence in learning oriental music. Education and Information Technologies, 23(6), 2587–2606. https://doi.org/10.1007/s10639-018-9732-4
Farahani, I., Laeer, S., Farahani, S., Schwender, H., & Laven, A. (2020). Blended learning: Improving the diabetes mellitus counseling skills of German pharmacy students. Currents in Pharmacy Teaching and Learning, 12(8), 963–974. https://doi.org/10.1016/j.cptl.2020.04.016
Fernandez, M., Sturts, J., Duffy, L. N., Larson, L. R., Gray, J., & Powell, G. M. (2019). Surviving and Thriving in Graduate School. SCHOLE: A Journal of Leisure Studies and Recreation Education, 34(1), 3–15. https://doi.org/10.1080/1937156X.2019.1589791
Ghazal, S., Al-Samarraie, H., & Aldowah, H. (2018). “I am Still Learning”: Modeling LMS Critical Success Factors for Promoting Students’ Experience and Satisfaction in a Blended Learning Environment. IEEE Access, 6, 77179–77201. https://doi.org/10.1109/ACCESS.2018.2879677
Hair, J. F., Risher, J. J., Sarstedt, M., & Ringle, C. M. (2019). When to use and how to report the results of PLS-SEM. European Business Review, 31(1), 2–24. https://doi.org/10.1108/EBR-11-2018-0203
Havik, T., & Westergård, E. (2020). Do Teachers Matter? Students’ Perceptions of Classroom Interactions and Student Engagement. Scandinavian Journal of Educational Research, 64(4), 488–507. https://doi.org/10.1080/00313831.2019.1577754
Heilferty, C. M., Phillips, L. J., & Mathios, R. (2021). Letters from the pandemic: Nursing student narratives of change, challenges and thriving at the outset of COVID‐19. Journal of Advanced Nursing, 77(8), 3436–3445. https://doi.org/10.1111/jan.14862
Hendryadi, H., Puspita, N., Endit, I., Suryani, S., Kusumaningrum, H., Cahyadi, A., Islam, U., & Antasari, N. (2022). Evaluation of Loneliness , Social Self-efficacy , and Burnout Relationship among Islamic University Students. Indonesian Journal of Islamic Education Studies, 5(December 2022), 162–179. https://doi.org/10.1037/pag0000287.3
Heo, H., Bonk, C. J., & Doo, M. Y. (2022). Influences of depression, self-efficacy, and resource management on learning engagement in blended learning during COVID-19. The Internet and Higher Education, 54, 100856. https://doi.org/10.1016/j.iheduc.2022.100856
Kleine, A.-K., Rudolph, C. W., & Zacher, H. (2019). Thriving at work: A meta-analysis. Journal of Organizational Behavior, 40(9–10), 973–999. https://doi.org/https://doi.org/10.1002/job.2375
Manciaracina, A. (2020). A tool for designing hybrid learning contexts in higher education. Interaction Design and Architecture(S), 46, 137–155. https://doi.org/10.55612/s-5002-046-007
Martin, A. J., & Collie, R. J. (2019). Teacher–student relationships and students’ engagement in high school: Does the number of negative and positive relationships with teachers matter? Journal of Educational Psychology, 111(5), 861–876. https://doi.org/10.1037/edu0000317
Masalimova, A. R., Ryazanova, E. L., Tararina, L. I., Sokolova, E. G., Ikrennikova, Y. B., Efimushkina, S. V., & Shulga, T. I. (2021). Distance learning hybrid format for university students in post-pandemic perspective: Collaborative technologies aspect. Cypriot Journal of Educational Sciences, 16(1), 389–395. https://doi.org/10.18844/cjes.v16i1.5536
McGrath, C., Palmgren, P. J., & Liljedahl, M. (2021). Beyond brick and mortar: Staying connected in post‐pandemic blended learning environments. Medical Education, 55(8), 890–891. https://doi.org/10.1111/medu.14546
Mizani, H., Cahyadi, A., Hendryadi, H., Salamah, S., & Retno Sari, S. (2022). Loneliness, student engagement, and academic achievement during emergency remote teaching during COVID-19: the role of the God locus of control. Humanities and Social Sciences Communications, 9(1), 305. https://doi.org/10.1057/s41599-022-01328-9
Peres, P., Lima, L., & Lima, V. (2014). B-learning Quality: Dimensions, Criteria and Pedagogical Approach. European Journal of Open, Distance and E-Learning, 17(1), 56–75. https://doi.org/10.2478/eurodl-2014-0004
Perkins, D. F., Syvertsen, A. K., Mincemoyer, C., Chilenski, S. M., Olson, J. R., Berrena, E., Greenberg, M., & Spoth, R. (2016). Thriving in School. Youth & Society, 48(6), 739–762. https://doi.org/10.1177/0044118X13512858
Pianta, R. C., Hamre, B. K., & Allen, J. P. (2012). Teacher-Student Relationships and Engagement: Conceptualizing, Measuring, and Improving the Capacity of Classroom Interactions. In Handbook of Research on Student Engagement (pp. 365–386). Springer US. https://doi.org/10.1007/978-1-4614-2018-7_17
Porath, C., Spreitzer, G., Gibson, C., & Garnett, F. G. (2012). Thriving at work: Toward its measurement, construct validation, and theoretical refinement. Journal of Organizational Behavior, 33(2), 250–275. https://doi.org/https://doi.org/10.1002/job.756
Saboowala, R., & Manghirmalani Mishra, P. (2021). Readiness of In-service Teachers Toward a Blended Learning Approach as a Learning Pedagogy in the Post-COVID-19 Era. Journal of Educational Technology Systems, 50(1), 9–23. https://doi.org/10.1177/00472395211015232
Singh, J., Steele, K., & Singh, L. (2021). Combining the Best of Online and Face-to-Face Learning: Hybrid and Blended Learning Approach for COVID-19, Post Vaccine, & Post-Pandemic World. Journal of Educational Technology Systems, 50(2), 140–171. https://doi.org/10.1177/00472395211047865
Spreitzer, G., Sutcliffe, K., Dutton, J., Sonenshein, S., & Grant, A. M. (2005). A Socially Embedded Model of Thriving at Work. Organization Science, 16(5), 537–549. https://doi.org/10.1287/orsc.1050.0153
Tahir, I., Van Mierlo, V., Radauskas, V., Yeung, W., Tracey, A., & da Silva, R. (2022). Blended learning in a biology classroom: Pre‐pandemic insights for post‐pandemic instructional strategies. FEBS Open Bio, 12(7), 1286–1305. https://doi.org/10.1002/2211-5463.13421
Wijaya, M. M., & Budiman, M. (2021). Character Development Based on Hybrid Learning in the Post-Pandemic Era. At-Ta’dib, 16(2), 170. https://doi.org/10.21111/at-tadib.v16i2.6736
Zajda, J. (2018). Effective Constructivist Pedagogy for Quality Learning in Schools. Educational Practice and Theory, 40(1), 67–80. https://doi.org/10.7459/ept/40.1.05
Zhao, J., Zhou, K., & Ding, Y. (2022). Digital Games-Based Learning Pedagogy Enhances the Quality of Medical Education: A Systematic Review and Meta-Analysis. The Asia-Pacific Education Researcher, 31(4), 451–462. https://doi.org/10.1007/s40299-021-00587-5
Published
2022-12-31
How to Cite
Cahyadi, A., Hendryadi, H., & Mais, R. (2022). Perceptions of Classroom Interactions and Students’ Thriving in Hybrid and Blended Learning: A Multi-Group Analysis. Dinamika Ilmu, 22(2), 495-506. https://doi.org/10.21093/di.v22i2.6355
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