From Frontal to Hybrid Courses in Higher Education

This chapter presents a study investigating the implementation of a shift from frontal to hybrid courses in higher education. The authors define the purpose of their study as examining the relative importance of the attributes of team activities for students and lecturers regarding the preferences and choice between hybrid and frontal courses. Discrete Choice Experiment methodology has been used with numerous students and lecturers. 'Convenience of course hour in the schedule' for both students and lecturers, also 'friends in the class' for students, as well as 'familiarity with students in the class' for lecturers have been found to be the most important attributes concerning preferences and choice of type of courses. It has been found that the acceptance rate of students for hybrid courses has been 84 per cent, while for lectures it has been 78 per cent. Modelling preferences concerning hybrid courses have provided clearer and deeper understanding of the preferences of students and lecturers for a particular type of courses, helping the forecasting of the adoption of hybrid courses at higher educational institutions.