Challenges of Hybrid In-Person Classes in College:
The Case of
English 1 and the Case of English 6
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Abstract This
reflective journaling explores the challenges faced by instructors and
students in hybrid in-person English courses at the university level. The
experiences shared focus on two English courses: English 1 and English 6. Key
issues include unequal participation between in-person and remote students,
technological difficulties, student disinterest in attending classes in
person, the difficulty of managing both groups simultaneously, and the lack
of connection and sense of community. The article discusses how these
challenges affect the educational process, highlighting the impact on student
motivation, engagement, and progress. Proposals for improvement include
enhancing technological infrastructure, encouraging in-person participation,
providing teacher training, and fostering more interactive classroom
dynamics. |
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Resumen Este
artículo de reflexión aborda los desafíos que enfrentan los instructores y
estudiantes en cursos híbridos de inglés a nivel universitario. Las
experiencias descritas se centran en dos cursos de inglés: Inglés 1 e Inglés
6. Los principales problemas incluyen la desigual participación entre
estudiantes presenciales y remotos, dificultades tecnológicas, el desinterés
de los estudiantes por asistir en persona, la dificultad de manejar ambos
grupos simultáneamente y la falta de conexión y sentido de comunidad. El
artículo analiza cómo estos desafíos afectan el proceso educativo, destacando
su impacto en la motivación, el compromiso y el progreso de los estudiantes.
Se proponen soluciones para mejorar la infraestructura tecnológica, fomentar
la participación presencial, ofrecer formación docente y promover dinámicas
más interactivas en el aula. |
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Resumo Este
artigo reflexivo aborda os desafios enfrentados por professores e alunos em
cursos híbridos presenciais de inglês no nível universitário. As experiências
compartilhadas concentram-se em dois cursos de inglês: Inglês 1 e Inglês 6.
Os principais problemas incluem desigualdade na participação entre alunos presenciais
e remotos, dificuldades tecnológicas, desinteresse dos alunos em frequentar
as aulas presenciais, dificuldade em gerenciar ambos os grupos
simultaneamente e a falta de conexão e sentido de comunidade. O artigo
discute como esses desafios afetam o processo educacional, destacando o
impacto na motivação, no engajamento e no progresso dos alunos. São propostas
melhorias, como o aprimoramento da infraestrutura tecnológica, incentivo à
participação presencial, treinamento de professores e promoção de dinâmicas
de aula mais interativas. |
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The
implementation of hybrid in-person classes at the university level has
presented various challenges for both teachers and students, particularly in
the English 6 course that I was eagerly teaching. Despite efforts to maintain
flexible education, the inherent difficulties of the hybrid format have
negatively impacted the course dynamics, affecting the quality of teaching and
learning. This document or my very own reflective journaling on my own teaching
outlines the main issues that have arisen, based on my experiences, remaining
alone in the classroom, and the students, choosing not to attend our English
class in person.
1. Inequality in Participation
and Interaction
One of
the biggest challenges in the hybrid environment is the unequal participation
between in-person and remote students. In the English 6 course, none of the
students opted to attend in person, resulting in the teacher delivering lessons
to an empty classroom
2. Technological Issues: Poor
Audio and Microphone Quality
A
recurring issue is the inadequate quality of technological equipment in the
classroom, particularly the audio and microphones, which are not suitable for
hybrid classes. One notable problem observed in both English 1 and English 6
classes is that other professors teaching college subjects often misconfigure
the classroom audio equipment while using their personal laptops. As a result,
remote students frequently report difficulty hearing the teacher’s explanations
clearly, making it challenging for them to follow the class. Several students
have also highlighted that the classroom microphone produces poor-quality
audio, preventing a clear and reliable broadcast of the live session. This
technological barrier not only frustrates students but also forces the teacher
to repeat information, disrupting the flow of the lesson and reducing the time
available for more meaningful conversation practice activities.
3. Student Disinterest in
Attending In-Person
The
lack of in-person attendance among students may be attributed to several
factors, including the comfort of studying from home, the perception that
attending in-person is unnecessary for understanding the content, and the
absence of sufficient incentives to travel to the university
However,
in English 6—a course where most students were likely at a C1 level according
to the CEFR—the majority preferred the convenience of studying from home, even
though communication and conversational skills, key components of the course,
benefit greatly from in-person interaction
4. Difficulty Managing Both
Remote and In-Person Groups
Although
there are no in-person students in the specific case of the English 6 course,
the hybrid model still requires teachers to be prepared to manage both
in-person and remote groups simultaneously. This challenge was particularly
evident during the English 1 class taught at the beginning of 2024. Despite
efforts, it was not possible to foster meaningful interaction between in-person
learners and remote students during class
Additionally,
the hybrid teaching format involves the intricate task of balancing time and
attention between the two groups. This challenge became even more pronounced
because entering breakout rooms to monitor remote students often disrupted the
in-person class, as their partners’ voices would be heard loudly in the
physical classroom. While the absence of in-person students in English 6
eliminates the need to manage two groups, it intensifies the issue of limited
interaction and engagement with remote learners and continues to raise the
question of whether I, as the teacher, need to be in an empty college
classroom.
5. Lack of Connection and
Sense of Community
Reflective
journaling from the first quarter of 2024 compared to the third quarter reveals
a key challenge in the hybrid model: fostering a sense of community among
students who prefer remote learning (like my English 6 students) and those who
choose to attend in person (the majority of my English 1 students). In a
language course, interpersonal interaction is crucial for developing
communication skills. However, my reflective journaling suggests that the
absence of in-person students creates a depersonalized environment that impacts
both teacher and students. Remote learners often feel disconnected, which
reduces their participation and commitment to class activities.
For
instance, in English 6, there were moments when students showed little interest
in engaging with the lesson, either remaining silent when asked questions or
providing minimal, unelaborate responses
6. Inefficient Monitoring of
Student Progress
Monitoring
student progress presents a significant challenge in a hybrid environment.
Without physical presence, teachers have fewer opportunities to observe
non-verbal cues that signal whether students understand the material or need additional
support. For instance, in the English 6 class, while the board was being
projected, the classroom's 16’’ to 20’’ ceiling-mounted monitor made it
difficult to observe students’ non-verbal behavior and assess their
comprehension. The lack of face-to-face interaction complicates formative
assessment and adjusting the pace of the class, potentially leading to learning
gaps
In-person
settings allow for more immediate and direct feedback but navigating breakout
rooms using the classroom’s equipment proved far less efficient compared to
using a personal laptop. Across both scenarios—English 6 and English 1—students
attending class virtually rarely asked questions for clarification or requested
additional examples. Notably, it was the in-person attendees in the English 1
class who sought further explanations, while remote learners tended to remain
passive, highlighting a disparity in engagement levels between the two groups
7. Increased Workload for the
Teacher
The
emotional and physical burden on teachers in a hybrid environment is
significant. Teaching in an empty classroom with only a screen for company can
lead to frustration and emotional exhaustion, as maintaining the same level of
energy and dynamism becomes challenging without immediate feedback from
students. Additionally, managing technological issues, resolving unexpected
challenges, and adapting materials for both in-person and remote learners
increase the workload
The
teaching scenarios emerging in this post-pandemic era seem to call not for
hybrid models, but for either fully virtual or entirely in-person teaching
environments. While it is part of a teacher’s role to plan lessons that
accommodate both types of attendees, balancing these needs remains a
considerable challenge, especially for those new to hybrid teaching
8. Reduced Effectiveness of
the Educational Process
Overall,
the combination of these challenges significantly impacted the quality of the
educational process in English 6, more so than in English 1. The lack of
in-person interaction, compounded by technological difficulties and emotional
disconnection, reduced the overall effectiveness of teaching. However, one
notable difference was that English 6 learners, being at or near a C1 level,
managed to "survive" the course despite these issues
In
contrast, English 1 students, who attended classes in person, had to put in
considerable effort to meet the demands of the course to pass
9. Impact on Student
Motivation
Millennials
and Generation Z, who make up the majority of the students in this course,
often prefer dynamic and collaborative learning experiences that foster a sense
of community and engagement. However, the hybrid format, particularly when
plagued by limited interaction and persistent technological issues, undermines
these preferences
In
contrast, the English 1 students who opted to attend in person highlighted the
value of face-to-face interaction, which they found more engaging and effective
for their learning
Compounding
these issues are the technological barriers, such as inadequate audio equipment
and the difficulty of monitoring non-verbal cues, which hinder the teacher’s
ability to assess understanding and adjust instruction in real time. For
Millennials and Generation Z students, who often thrive in environments that
balance technology with interpersonal interaction, these obstacles further
diminish their academic engagement and performance. The hybrid format, as it
currently stands, falls short of meeting their learning preferences and needs,
raising important questions about its long-term viability for courses that rely
heavily on communication and collaboration.
Proposals for Improvement
1. Improvement
of Technological Infrastructure: Investing in high-quality
audio and video equipment is essential for ensuring clear communication between
the teacher and remote students. Advanced microphones, noise-canceling
headsets, and cameras that can better capture classroom interactions are
necessary for effective hybrid teaching. Furthermore, if the class takes place
in an empty campus classroom, providing teachers with portable equipment, such
as a laptop with a quality headset, would allow them to interact with students
as seamlessly as they would from a home-based virtual setup.
2. Encouragement
of In-Person Participation: To address the lack of in-person
attendance, the university could introduce incentives that attract students to
campus, such as hands-on workshops, networking events, or extracurricular
activities that complement academic learning. However, it is important to
recognize that working adults, like some of the students in my English 1 and
English 6 classes, may not be motivated by these offerings due to time
constraints and other commitments. Tailoring activities to suit their schedules
and professional interests could be a more effective strategy.
3. Teacher
Training in Hybrid Strategies: Providing comprehensive
workshops and resources is crucial to help teachers navigate the complexities
of hybrid classrooms. Training should focus not only on using technological
tools but also on effective classroom dynamics, such as balancing time and attention
between in-person and remote students, managing breakout rooms, and fostering
inclusivity. Offering equipment without equipping teachers with the skills to
maximize its use creates inefficiencies and frustration, which ultimately
affect the quality of education.
4. Creating
More Interactive Dynamics: Encouraging collaboration between
in-person and remote students requires innovative approaches. Teachers could
incorporate activities that bridge the physical and digital divide, such as
mixed-team projects or interactive games accessible through shared platforms.
However, one of the challenges lies in in-person learners often opting not to
bring their devices to class, perceiving them as unnecessary. Developing
strategies to motivate these students to engage with their remote peers,
whether through structured activities or device-sharing solutions, could foster
a more cohesive learning environment.
Conclusion
The
experience in English 6 and English 1 highlights the numerous challenges that
the hybrid in-person format can present, especially when adequate resources and
support are lacking. From technological barriers, such as poor audio equipment
and limited classroom interaction tools, to the emotional and logistical
complexities of teaching in an empty classroom, these issues underscore the
need for a more robust approach to hybrid education. Remote learners often
struggle with feelings of disconnection, reduced motivation, and limited
participation, while in-person learners benefit from greater opportunities for
clarification and feedback but face difficulties in collaborating with their
remote peers.
Improving
technological infrastructure is crucial to ensure seamless communication and
interaction between in-person and remote attendees. Encouraging in-person
participation, while respecting the unique circumstances of working adults, can
help restore a sense of community and collaboration essential for courses like
English 6. Additionally, providing comprehensive training for teachers on
hybrid teaching strategies would better equip them to manage the complexities
of this format, ensuring that activities and assessments are effective for all
learners.
Perhaps
most importantly, the hybrid model challenges us to rethink traditional
classroom dynamics. Teachers must balance the needs of both groups while
fostering meaningful interaction, all while navigating digital fatigue and the
emotional toll of teaching in isolation. For educators, this can mean feeling
like "guinea pigs" in an experimental approach to teaching that lacks
clear guidelines and proven methods. As a result, a hybrid format may not be
the optimal solution for all scenarios, particularly when the majority of
students opt to remain online.
Ultimately,
the experiences in these classes demonstrate that a commitment to adaptability
and innovation is essential for addressing the unique demands of the
post-pandemic educational landscape. Whether through improved infrastructure,
more interactive dynamics, or a shift toward fully virtual or fully in-person
models, thoughtful adjustments are needed to ensure that hybrid teaching
supports both student success and teacher well-being. Without such
improvements, the hybrid model risks creating a depersonalized and fragmented
educational experience that benefits neither students nor instructors.
References
Acuña-Solano, J. (2024, April 30). Hybrid English
Teaching: English 1. Reflective Journaling in Teaching. San José:
Costa Rica.
Acuña-Solano, J. (2024, November 26). Hybrid English Teaching: English 6. Reflective Journaling in Teaching. San José: Costa Rica.
Bridding the Gap Overcoming... by Jonathan Acuña
Multiple-Choice
Questions: Use the following questions to test your comprehension of
my reflective journaling essay.
1. What
is one of the major challenges in hybrid classrooms?
A)
Unequal participation between in-person and remote students
B)
Improved student engagement
C)
Availability of advanced technology
D)
Increased in-person attendance
2. How
did the audio and microphone issues affect the classes?
A)
Students could hear explanations clearly
B)
Teachers didn't need to repeat information
C)
Remote students often struggled to hear the teacher
D)
In-person students had better audio quality
3. What
is a reason why students may prefer remote learning?
A)
Better access to classroom resources
B)
Convenience and comfort of studying from home
C)
Enhanced face-to-face interaction
D)
More engaging course content
4. How
does managing both remote and in-person groups affect the teacher?
A) It
simplifies classroom dynamics
B) It
creates balanced student engagement
C) It
makes it difficult to monitor both groups simultaneously
D) It
requires less planning
5. What
impact does the lack of in-person attendance have on students?
A)
Improved connection and collaboration
B)
More engagement and interaction
C) A
depersonalized learning environment
D)
Reduced teacher workload
6. How
did technological issues affect the teaching process?
A)
They improved class interaction
B)
They forced the teacher to repeat lessons
C)
They decreased the teacher's workload
D)
They eliminated the need for in-person classes
7. Why is
it challenging for teachers to assess student progress in hybrid classes?
A)
Teachers cannot see non-verbal cues from remote students
B)
In-person students ask for fewer clarifications
C)
Remote students are highly interactive
D)
Classroom technology improves formative assessments
8. What
is one proposal for improving hybrid classes?
A)
Reducing the number of in-person students
B)
Improving technological infrastructure
C)
Limiting class sizes
D)
Eliminating remote learning options
9. How did
the hybrid model affect student motivation?
A)
Increased motivation due to convenience
B)
Reduced motivation and engagement, especially for remote learners
C) No
effect on motivation
D)
Encouraged more active participation
Multiple-Choice Questions / Answer Key:
1. What
is one of the major challenges in hybrid classrooms?
Answer: A)
Unequal participation between in-person and remote students
2. How
did the audio and microphone issues affect the classes?
Answer: C)
Remote students often struggled to hear the teacher
3. What
is a reason why students may prefer remote learning?
Answer: B)
Convenience and comfort of studying from home
4. How
does managing both remote and in-person groups affect the teacher?
Answer: C) It
makes it difficult to monitor both groups simultaneously
5. What
impact does the lack of in-person attendance have on students?
Answer: C) A
depersonalized learning environment
6. How
did technological issues affect the teaching process?
Answer: B)
They forced the teacher to repeat lessons
7. Why is
it challenging for teachers to assess student progress in hybrid classes?
Answer: A)
Teachers cannot see non-verbal cues from remote students
8. What
is one proposal for improving hybrid classes?
Answer: B)
Improving technological infrastructure
9. How
did the hybrid model affect student motivation?
Answer: B) Reduced motivation and engagement, especially for remote learners
Challenges of Hybrid in-Per... by Jonathan Acuña
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