Browsing by Author "Myllymäki, Saga"

This master’s thesis includes two sections: summarizing report and article manuscript. The aim of the study is to explore hybrid teaching as a new educational setting. The focus is on the reality in which higher education teachers give hybrid classes in exceptional circumstances after the COVID-19 outbreak. In this study, the research question, in what qualitatively different ways do teachers describe hybrid teaching, aims at highlighting the teachers’ perspective. The data was collected in a Finnish higher education institution (HEI) through lecture observations and semi-structured interviews. Two courses (bachelor’s and master’s) were observed, and six participants (4 teachers and 2 learning services staff members) were interviewed. The data was analyzed through a phenomenographic approach to study the teachers’ conceptions of the phenomenon. The summarizing report focuses on the methodology to provide a further understanding of the utilization of phenomenography in this study. The findings indicated that the teachers of HEI experienced hybrid teaching in five qualitatively different ways. The categories formed a hierarchical structure in which the complexity increased from the lowest category to the highest category. The findings formed an understanding of hybrid teaching from the teachers’ perspective, which can be beneficial for the future of teaching development and curriculum design. The publication channel for the article manuscript “Conceptions of Hybrid Teaching in a Finnish Higher Education Institution: A Phenomenographic Research Study” is the Journal of Educational Technology Systems (ETS).