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 |
|---|---|
| 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 |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1505160 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Header | DbId: eric DbLabel: ERIC An: EJ1505160 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Hybrid Learning Experiences of Nigerian Pre-Service Teachers: A Phenomenological Study – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Ola+Tokunbo+Odekeye%22">Ola Tokunbo Odekeye</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9973-6741">0000-0002-9973-6741</externalLink>)<br /><searchLink fieldCode="AR" term="%22Thuthukile+Jita%22">Thuthukile Jita</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1173-5251">0000-0002-1173-5251</externalLink>) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Educational+Process%3A+International+Journal%22"><i>Educational Process: International Journal</i></searchLink>. Article e2026043 2026 22. – Name: Avail Label: Availability Group: Avail Data: 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/ – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 17 – Name: DatePubCY Label: Publication Date Group: Date Data: 2026 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Blended+Learning%22">Blended Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Coping%22">Coping</searchLink><br /><searchLink fieldCode="DE" term="%22In+Person+Learning%22">In Person Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Nigeria%22">Nigeria</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 2147-0901<br />2564-8020 – Name: Abstract Label: Abstract Group: Ab Data: 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. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2026 – Name: AN Label: Accession Number Group: ID Data: EJ1505160 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1505160 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 17 Subjects: – SubjectFull: Foreign Countries Type: general – SubjectFull: Preservice Teachers Type: general – SubjectFull: Blended Learning Type: general – SubjectFull: Preservice Teacher Education Type: general – SubjectFull: Program Effectiveness Type: general – SubjectFull: Barriers Type: general – SubjectFull: Coping Type: general – SubjectFull: In Person Learning Type: general – SubjectFull: Electronic Learning Type: general – SubjectFull: Educational Technology Type: general – SubjectFull: Student Attitudes Type: general – SubjectFull: Academic Achievement Type: general – SubjectFull: Nigeria Type: general Titles: – TitleFull: Hybrid Learning Experiences of Nigerian Pre-Service Teachers: A Phenomenological Study Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Ola Tokunbo Odekeye – PersonEntity: Name: NameFull: Thuthukile Jita IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 2147-0901 – Type: issn-electronic Value: 2564-8020 Numbering: – Type: volume Value: 22 Titles: – TitleFull: Educational Process: International Journal Type: main |
| ResultId | 1 |
