Teoh Sian Hoon, Joseph Boon Zik Hong, Nurshamshida Md Shamsudin, Parmjit Singh, Rudi Hartono, Priyadarshini Muthukrishnan
Higher Learning Institutions (HLIS) are geared towards implementing hybrid teaching to enhance educational access in achieving quality education. However, despite its widespread adoption, there remains a significant lack of comprehensive feedback regarding its application in teaching and learning. As a result, this study aims to investigate current hybrid practices among Malaysian undergraduate students and lecturers. The study employed an embedded case study design, which integrates qualitative and quantitative methods and more than one unit of analysis. Specifically, lecturers' perceptions of their hybrid teaching practices at their universities were investigated using interviews. On the other hand, students' perceptions of their participation in hybrid learning were observed using a questionnaire. Eighty-six undergraduate students and six lecturers from Malaysian universities participated in this study. The qualitative and quantitative data were analysed using thematic analysis and Partial Least Squares Structural Equation Modelling. The qualitative findings revealed that lecturers showed pedagogical content knowledge practices in hybrid teaching by enhancing students' skill engagement via learning materials. Additionally, they found that hybrid teaching practices are possible with minimal use of technology if the effort is made to engage students. The quantitative findings uncovered that skill engagement significantly mediated the relationship between participation and performance engagement. This study suggests that preparing engaging and attentive learning materials for teaching content is essential to engaging students in hybrid teaching and learning while securing their skill engagement. Hence, lecturers in universities should focus on this experience to provide supportive material, such as guided activities with specific feedback and responses, while putting effort into engaging students in hybrid teaching and learning. © 2025, UiTM Press. All rights reserved.
Faculty of Education, Universiti Teknologi MARA, UiTM Puncak Alam Campus, Puncak Alam, Selangor, 42300, Malaysia; Faculty of Languages and Arts, Universitas Negeri Semarang, Gedung G Lt. I Kampus Sekaran Gunungpati, Semarang, 50229, Indonesia; Faculty of Education and Liberal Arts, INTI International University, Negeri Sembilan, Malaysia
