Enhancing Hybrid Learning Style in a University of Technology: A Lesson from Accounting Post Graduate Certificate in Education Students

Abstract

This empirical study aimed to identify strategies for improving the effectiveness of hybrid learning within the Post Graduate Certificate in Education (PGCE) programme in accounting. The PGCE is offered through two modes, full-time and part-time, to accommodate the varying needs and circumstances of students. Full-time students are required to complete the programme in one year and attending lectures during the day. In contrast, the part-time option extends over two years and is flexible, allowing individuals with professional to enroll and lectures held in the afternoons. Despite these options, student attendance remains a challenge across both modes. As a response, lecturers have adopted hybrid learning methods, however, its effectiveness is still relatively low. Therefore, this study was conducted to explore and recommend strategies to strengthen hybrid learning within the PGCE context. The research is grounded in the Complex Adaptive Blended Learning System (CABLES) theoretical framework. It follows a pragmatic paradigm and employs a mixed-methods approach with a pragmatic research design to investigate the issue. A probability sampling technique was used to select 20 PGCE Accounting students for the quantitative component, while five students were purposively selected for semi-structured qualitative interviews. Quantitative data were analyzed using SPSS version 27, and qualitative data were examined through thematic analysis. The results suggest that hybrid learning can be improved through new class configuration that support autonomous learning beyond the classroom. Furthermore, hybrid learning can be enhanced through modality of teaching in blackboard such as using breakaway rooms and discussion without the presence of instructors. Additionally, PGCE students should be allowed to use any accessible ICT resources to enhance hybrid learning. The study therefore concluded that hybrid learning could be effective if students are equipped with balancing two environments of learning (virtual and face to face).