Hybrid Learning Experiences of Nigerian Pre-Service Teachers: A Phenomenological Study
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| Title: | Hybrid Learning Experiences of Nigerian Pre-Service Teachers: A Phenomenological Study |
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| Language: | English |
| Authors: | Ola Tokunbo Odekeye (ORCID |
| Source: | Educational Process: International Journal. Article e2026043 2026 22. |
| Availability: | UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/ |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Preservice Teachers, Blended Learning, Preservice Teacher Education, Program Effectiveness, Barriers, Coping, In Person Learning, Electronic Learning, Educational Technology, Student Attitudes, Academic Achievement |
| Geographic Terms: | Nigeria |
| ISSN: | 2147-0901 2564-8020 |
| Abstract: | Background/purpose: This study examined the preservice teachers' hybrid learning experience and its impact on their learning outcomes. The approach has gained significant global attention across most higher education institutions due to its transformative role in education. However, only a few studies have critically examined the benefits and challenges in Nigeria using a phenomenological approach. Materials/methods: The study employed a phenomenological approach to delve into the lived experiences of 10 preservice teachers at a Nigerian university, where 75% of its teaching practices use a hybrid instructional strategy. A semi-structured interview lasting approximately 15 minutes was conducted with each participant, and the collected data were analyzed thematically. Results: Four themes emerged for this study: perceived academic benefit, effectiveness and efficiency, challenges, and coping strategies. The findings revealed that hybrid learning improved students' understanding and flexibility, primarily through recorded lectures that allow them to rewatch. However, issues such as unstable internet connectivity, unequal lecturer attention, environmental distractions, and lack of supervision limited its effectiveness. Peer collaboration and self-time management were suggested as coping strategies, but they were only partially successful. Conclusion: One of the main limitations of this study is its limited generalizability; therefore, future research is expected to broaden its scope. It also recommends strengthening digital infrastructure and enhancing the lecturer's digital skills. Quality assurance measures should be implemented. These insights provide valuable guidance for policymakers, administrators, and educators seeking to improve hybrid learning outcomes in Nigeria. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505160 |
| Database: | ERIC |
| Abstract: | Background/purpose: This study examined the preservice teachers' hybrid learning experience and its impact on their learning outcomes. The approach has gained significant global attention across most higher education institutions due to its transformative role in education. However, only a few studies have critically examined the benefits and challenges in Nigeria using a phenomenological approach. Materials/methods: The study employed a phenomenological approach to delve into the lived experiences of 10 preservice teachers at a Nigerian university, where 75% of its teaching practices use a hybrid instructional strategy. A semi-structured interview lasting approximately 15 minutes was conducted with each participant, and the collected data were analyzed thematically. Results: Four themes emerged for this study: perceived academic benefit, effectiveness and efficiency, challenges, and coping strategies. The findings revealed that hybrid learning improved students' understanding and flexibility, primarily through recorded lectures that allow them to rewatch. However, issues such as unstable internet connectivity, unequal lecturer attention, environmental distractions, and lack of supervision limited its effectiveness. Peer collaboration and self-time management were suggested as coping strategies, but they were only partially successful. Conclusion: One of the main limitations of this study is its limited generalizability; therefore, future research is expected to broaden its scope. It also recommends strengthening digital infrastructure and enhancing the lecturer's digital skills. Quality assurance measures should be implemented. These insights provide valuable guidance for policymakers, administrators, and educators seeking to improve hybrid learning outcomes in Nigeria. |
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| ISSN: | 2147-0901 2564-8020 |
