Flexible hybrid learning: comparison of two approaches and learning results

The ICT-enhanced instruction has become widely exploited through hybrid learning. The main objective of this article is to describe this process from the view of various criteria comparing: 1) two approaches to hybrid learning; 2) results of pedagogical experiment conducted at two higher education institutions; 3) tracking students' performance within this process; 4) the role of the mobile devices. Making the process of hybrid learning easier and more flexible to students, the criterion of individual learners' needs and preferences was taken into consideration, when applied in different ways at two Czech higher education institutions which have been the leaders in methodology and practice of the hybrid learning implementation. Their models were exploited in educational practice; and pedagogical experiments comparing learners' knowledge in flexible and non-flexible learning were conducted. However, the results did not prove statistically significant differences in the two approaches. Therefore, deeper attention was paid to the hybrid learning process, particularly to learners' activity within the ICT-enhanced work and the role of mobile technologies. The results show that despite being highly equipped with mobile technologies and having appropriate skills to use them for education, students' activity in the entire process of learning was not high.