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Personalized Learning Environment—A Case Study

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DOI: 10.1166/asl.2016.6678

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 RESEARCH ARTICLE XXXXXXXXXXXXXXXXX

Copyright © 2015 American Scientific Publishers Advanced Science Letters

All rights reserved Vol. XXXXXXXXX
Printed in the United States of America

Personalized Learning Environment – A Case Study

Blanka Klimova, Petra Poulova
Faculty of Informatics and Management, University of Hradec Kralove, Hradec Kralove, 500 03, Czech Republic

Hybrid learning or blended learning has been now firmly established methodology, particularly in higher education. It is an
important component of classroom teaching since it can promote effective learning. Therefore, the aim of this article is to
show through a case study how hybrid learning can be effective in practice. This is illustrated at the example of one of the
courses taught in a blended form at the Faculty of Informatics and Management in Hradec Kralove, Czech Republic. The
author of this article has the following goals: to explore the current concept of hybrid learning on the basis of literature
review; to describe the current blended Course of Academic Writing and the methods used for the research; to evaluate
students’ questionnaire forms in order to discover whether they were satisfied with this form of instruction or not; to analyze
students’ self-reflective essays in order to discover whether they were satisfied with the hybrid form of instruction or not; to
use online evaluation reports to demonstrate how effective students’ learning in this course was; and to draw relevant
conclusions and recommendations.

Keywords: Hybrid Learning; Case Study Approach; Practice; Evaluation; Feedback.

1. INTRODUCTION • to explore the current concept of hybrid learning on

Hybrid learning, also known as blended learning,
has been now firmly established methodology
particularly in higher education1,2,3. In addition, many
studies show that hybrid learning is an important
component of classroom teaching since it can promote
effective learning4, 5, 6.Therefore, the aim of this article is
to show through a case study how hybrid learning can be
effective in practice. This is illustrated at the example of
one of the courses taught in a blended form at the
Faculty of Informatics and Management (FIM) in
Hradec Kralove, Czech Republic. The author of this
article has the following goals:
the basis of literature review;
• to describe the current blended Course of Academic
Writing and the methods used for the research;
• to evaluate students’ questionnaire forms in order to
discover whether they were satisfied with this form
of instruction or not;
• to analyze students’ self-reflective essays in order to
discover whether they were satisfied with the
hybrid form of instruction or not;
• to use online evaluation reports to demonstrate how
effective students’ learning in this course was;
• to draw relevant conclusions and recommendations.
2. LITERATURE REVIEW

There is not a single definition of hybrid learning.

However, there exist the three most common definitions
of hybrid learning7, 8 which are as follows:
• a combination of instructional modalities (or
*
Email Address: limingzhang,ouyd@jlu.edu.cn delivery media);
• a combination of instructional methods (i.e. face-to-
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Adv. Sci. Lett. X, XXX–XXX, 2015
face or technology-based sessions); and
• a combination of online and face-to-face instruction.
However, the third definition is mostly used and
cited9. The author of this article suggests following 10
who perceive hybrid learning as an integration of face-
to-face teaching and learning methods with online
approaches. Sorden adds that hybrid learning is not a
mere combination of face-to-face and online learning11.
It is a combination of training methodologies, which
uses the best delivery method for the successful
achievement of the learning objective. It requires not
only a flexible and experienced teacher/tutor, but also a
self-regulated/autonomous learner12, 13.
In addition, Graham et al. provide the three reasons
why hybrid learning pedagogy should be adopted. These
are: enhanced pedagogy, increased access and flexibility
and improved cost-effectiveness and resource use14.
Hybrid learning enriches both teaching and learning by
using more interactive strategies15. Developing activities
linked to learning outcomes specifically place focus on
learner interaction, rather than content dissemination. In
addition, distance learning can then offer more
information available for students, more constructive
and faster feedback and richer communication between a
tutor and a student. Obviously, it offers more
opportunities for communication (both face-to-face and
on-line). Furthermore, many studies 16, 17 show that
hybrid learning pedagogy brings about a lot of benefits
such as learning effectiveness, satisfaction and efficiency.
Hybrid learning pedagogy might also match student’s
learning style although there is no clear consensus on
this issue18, 19, 20, 21. Access and flexibility to learning are
the key factors influencing the growth of distributed
learning environments. Students can access materials
independently on time and geographical location.
Furthermore, they can proceed at their own pace.
Consequently, it means higher motivation and
stimulation for students. In addition, institutions can
have greater access to student population3. The
improved cost effectiveness is particularly true for the
corporate systems where people are permanently busy
and hardly ever can afford to attend face-to-face full-
time classes. However, hybrid learning enables them
after finishing their work, family and other social
commitments to start learning. Also universities are all
the time looking for an increase of cost savings. For
example, hybrid learning is an advantage for their
distance learning courses or investment learning projects.
3. MATERIAL AND METHODS
The purpose of this study is to examine issues
surrounding hybrid learning concept in practice. To
attain this research objective, the author used a case
study approach22; an empirical inquiry that investigates a
contemporary phenomenon within its real-life context;
when the boundaries between phenomenon and context
RESEARCH ARTICLE
are not clearly evident; and in which multiple sources of
evidence are used. The author chose a representative
blended Course of Academic Writing as the case study
sample. This is one-semester optional course for FIM
students and usually lasts 11 weeks. The course attempts
to help both Czech and foreign or overseas students of
the faculty. It focuses on the process of writing from
beginning to end, and gives advice on how to write
professionally. In addition, it concentrates on those
features which are different in English and Czech, such
as citations, compiling a bibliography or using
appropriate English. As for the last aspect, there are
independent sections on grammar structures in written
English, lexical structures, and punctuation. The main
topics are as follows: a summary of a lecture or a
seminar; argumentative essay; professional essay 1
(including references and bibliography); professional
essay 2 (including references and bibliography); writing
an article for Wikipedia; and final consolidation and
evaluation of the course by both the teacher and the
students. The course exposes students to hybrid learning.
That means students meet a teacher once every two
weeks to discuss and clarify the mistakes they made in
their assignments, while at the same time, students are
expected to undertake deep self-study of the materials
that form their on-line e-learning course. Thus, students
also receive double feedback on their assignments; one
in the face-to-face class and the other online after
submitting their assignment. There are usually five
assignments during the course: a one–paragraph
summary of a lecture/seminar; an argumentative essay
without bibliographies and references; two essays
including bibliographies and references and writing an
entry for Wikipedia.
The reason why this course was chosen as the case
study sample was that it has been successfully used over
the period of eight years already and has been
continuously modified to meet students’ specific needs
and also to comply with the institutional requirements as
far as the format, structure and content are concerned.
The data were collected at the end of the course in form
of questionnaires filled in by 14 students who
successfully completed the course, 14 students’ self-
reflective essays and evaluation reports generated from
the online course component. Originally, 15 students
attended the course but there was one drop-out at the
beginning of the course. Although the sample of
respondents might seem small, for this course it is a
maximum since students have to write long essays
which the teacher must correct within a relatively short
period to provide students with timely feedback. Out of
14 students only two were male students. And all the
students studied Management of Tourism, either in the
first or second year of study.
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4. FINDINGS provide a course leader with useful information. One of

Within a larger survey focused on the development
of students’ productive language skills, students were
asked one question with respect to the form of
instruction:
the reports gives details of an overall summary of user
activity in the course. As Fig. 2 below shows students
were the most active in the content areas (77%).

Which form of instruction would you prefer in the

teaching of English? Please tick one option only.
• traditional, face-to-face;
• online/eLearning; or
• hybrid/blended (a combination of traditional and
online teaching).
As for the form of instruction, nine students (64%)
would prefer a combination of online and traditional
teaching, while five respondents (36%) would rather be
exposed to face-to-face teaching. None of the students Fig. 2. Overall summary of user activity in the course
would favour pure online teaching. See Fig. 1 below.
Therefore, the author of this article took a closer
look at all user activity inside these content areas. As Fig.
6 below illustrates, students were the most active in
read-ng the course syllabus (330 hits/46%) and in the
assignment area (283 hits/39%), while using the learning
materials came last (109 hits/15%). See Fig. 3 below.

Fig. 1. Form of instruction

In the self-reflective essays students could freely

express their opinions on the whole course, comment on
their learning difficulties and achievements, or report on
the usefulness of the online support. They were offered a
Fig. 3. All user activity inside the content areas
few guiding questions set by the course teacher.
However, they did not have to strictly follow them if
Fig. 4 below then shows which days during the
they did not want to. Among their comments there were
semester students accessed the online course and were
also some thoughts about the running of this course, i.e.
the most active and how many times they accessed the
about its hybrid form of instruction. Overall, students
course on the particular day. In addition, Fig. 5 is then
were satisfied with the course being held just once in
more specific about the days of the week during which
two weeks since as they said, they had enough free time
students were active at most. As Fig. 5 below illustrates,
to think about their written assignment not only at
students were the most active on Mondays and Tuesdays.
school, but also at home where they had more free time
Furthermore, Fig. 6 then demonstrates that they spent
and could write when it fitted them most. In addition,
most of the time in the online course between 7p.m. and
they appreciated the online support which had been fast,
10p.m.
clear and useful, particularly when speaking about the
feedback on their assignments. They also reported that
the online support had helped them revise new material
at home. However, they found very important to attend
the face-to-face classes because they got a lot of
information about the issues of each topic. They think it
is essential not to miss these classes since then they do
not have so many difficulties with writing if they are not
present in class.
The evaluation reports from the online course
3
Adv. Sci. Lett. X, XXX–XXX, 2015
Fig. 4. Overall students’ access in the course of the
whole semester
Fig. 5. Students’ access per day of the week
Fig. 6. Students’ access per hour of the day
5. DISCUSSION
As the findings described above show, hybrid form
of instruction is welcomed by students. This is also
confirmed by other research studies carried out at FIM 23,
24, 20
. As students reported in their self-reflective essays,
they particularly appreciated working at home and
independently on time restrictions since they had more
free time at home and thus, more time to think properly
about the assignment which they were given at school.
They also welcomed the online support which was fast,
clear and useful. Interestingly, none of the students
would like to work only online.
As far as the students’ activities in the online course
component are concerned, students predominantly
accessed the content areas (77%), out of which they
mainly consulted the course syllabus in order to discover
RESEARCH ARTICLE
the course content, requirements for a credit, or
compulsory reading; then assignments because they had
to submit their assignment every second week; and
finally, learning materials to expand their studies from
the face-to-face lectures.
Altogether students had six contact classes (i.e. 9
hours in total). As the evaluation reports show, on
average each student spent 40 hours in the online course.
This means that they were quite disciplined to work on
their own and they spent four more times on self-study.
Unfortunately, this time the author did not investigate
another issue, and that is how much time students spent
on writing their assignments. This could be another
interesting issue to investigate next time. Fig. 5
illustrates that students were the most active on
Mondays and Tuesdays. The reason is that Tuesday was
the deadline of submitting their assignments. Fig. 6 also
indicates that students like studying mostly between
7p.m. and 10p.m., for which the hybrid form of
instruction is a relevant solution.
In addition, it is especially the teacher who is
responsible for an effective delivery of such a form and
as one could read between the lines, she has much
burden to carry. As Klimova and Poulova point out25:
• she has to organize, deliver and evaluate tutorials;
• she has to provide students with explicit and clear
instructions and a study guide;
• she has to help students to overcome obstacles so
that students can achieve their learning objectives;
• she has to correct, evaluate and deliver feedback on
students’ individual assignments and return them
promptly;
• she has to resolve potential study conflicts;
• she has to support and encourage students in their
studies by e-mail and discussion;
• she has to respond to enquiries and give advice;
• she has to create the content of the course, which
makes them responsible for its quality;
• she has to consider student’s different learning
styles;
• she has to encourage consciousness raising ;
• she has to implement scaffolding strategies;
• she has to promote co-operation and collaboration;
and
• she has to nurture connections between fields, ideas,
or concepts.
6. CONCLUSION
As the results indicate, the case study approach
together with the multiple evaluation feedback is an
ideal way to learn whether the chosen methodological
approach, in this case the hybrid form of instruction,
really works well in practice. The findings confirmed
that the hybrid form of instruction worked in practice. In
addition, the findings also pointed to the important role
of the teacher in this process who is responsible for a
4
 RESEARCH ARTICLE
successful and the most effective course delivery in the
personalized learning environment.
ACKNOWLEDGMENT
The paper is supported by SPEV project no. 2108.
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