MIXED CLASS TEACHING AS AN EMERGING TREND ACCELERATED BY COVID-19

Authors

  • Jelena Zascerinska Centre for Education and Innovation Research http://orcid.org/0000-0003-4664-8593
  • Anastasija Aleksejeva Centre for Education and Innovation Research
  • Mihails Zascerinskis Centre for Education and Innovation Research
  • Olga Gukovica Centre for Education and Innovation Research
  • Ludmila Aleksejeva Centre for Education and Innovation Research
  • Irina Abjalkiene Centre for Education and Innovation Research

DOI:

https://doi.org/10.17770/eid2021.2.6720

Keywords:

COVID-19, Educational Process, Hyflex (Hybrid Flexible) Class Teaching, Mixed Class, On-campus Students, Remote Students’ Teaching, Teaching Sub-Phases

Abstract

The COVID-19 pandemic has essentially accelerated the pace of the teaching transformation. Mixed (also hyflex) class teaching has become indispensable in medical, engineering, teacher and other fields of education when only online teaching is not enough to ensure the continuity of the instruction. The research aim is to identify scenarios of mixed class teaching underpinning the elaboration of implications for higher education. The present research used both - theoretical and empirical methods. The theoretical methods included the analysis of scientific literature, theoretical modelling, systematisation, synthesis, comparison, and generalisation. The empirical study carried out in June 2021 was exploratory. Data were collected through the analysis of published studies. The collected data were processed via content analysis. The present research allows concluding that teaching has undergone significant changes in different historical periods. The findings of the empirical study facilitate the conclusion on the existence of two scenarios of mixed class teaching, namely HOT (Here or There) and COIL (Collaborative Online International Learning). Both scenarios are oriented to students’ learning, teaching in these scenarios is neither segmented nor structured. The novel contribution of the research is revealed in the implications on mixed class teaching for higher education. Future research work was proposed. 

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Author Biography

  • Jelena Zascerinska, Centre for Education and Innovation Research
    Jeļena Zaščerinska was awarded Dr. paed. Degree from the University of Latvia, Riga, Latvia, in 2011. In January 2012 she became a leading researcher at the Centre for Education and Innovation Research, Riga, Latvia. Dr. paed. Jeļena Zaščerinska has been awarded a couple research grants to carry out interdisciplinary research. The research results are revealed in a number of scientific publications indexed by such publication databases as Thomson Reuters Conference Proceedings Citations Index, DBLP, Library of Congress, etc that demonstrates a high quality of her published contributions. In 2012 Dr. paed. Jeļena Zaščerinska was bestowed expert rights by the Latvian Council of Science, Riga, Latvia. In December 2013 Dr. paed. Jeļena Zaščerinska was awarded expert rights by Horizon 2020 – the Framework Programme for Research and Innovation, the European Commission, Brussels, Belgium. Since 2017 Dr. paed. Jeļena Zaščerinska acts as an expert at National Science Centre, Krakow, Poland. Since 2013 Dr. paed. Jeļena Zaščerinska has been actively acting as the Editorial Board Member and Reviewer in such international scientific journals as the Journal of Information Technology Research (JITR), International Journal of Modern Education Research (IJMER), International Journal of Learning, Teaching and Educational Research (IJLTER), Journal Current Issues in Education (CIE), International Journal of Modern Education Forum (IJMEF), etc. Dr. Jeļena Zaščerinska is a member of international research teams focused on interdisciplinary investigations of the inter-relationships between education, innovations and modern technologies.

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Published

06.01.2022

How to Cite

Zascerinska, J., Aleksejeva, A., Zascerinskis, M., Gukovica, O., Aleksejeva, L., & Abjalkiene, I. (2022). MIXED CLASS TEACHING AS AN EMERGING TREND ACCELERATED BY COVID-19. Education. Innovation. Diversity., 2(3), 53-65. https://doi.org/10.17770/eid2021.2.6720