Developing Interactive and Multimodal Supplementary Materials for Hybrid Classrooms
Keywords:
Hybrid classrooms, interactive materials, multimodal learning, supplementary education, teacher efficacy, student engagement, Likert scale surveyAbstract
This study aims to explore the development and implementation of interactive and multimodal supplementary materials tailored for hybrid classrooms, focusing on enhancing the learning experience for both in-person and remote students. By integrating diverse learning formats, such as visual, auditory, and kinesthetic resources, the research investigates how such materials can bridge the gap between traditional and digital learning environments. A Likert scale survey questionnaire was employed to collect quantitative data from both teachers and students across hybrid learning settings. The survey assessed the effectiveness, usability, and engagement level of the multimodal materials. Participants included 200 students and 50 teachers from various educational institutions engaged in hybrid learning, where responses were analyzed statistically to determine the overall impact of these materials. The findings reveal that interactive and multimodal materials significantly improve student engagement, knowledge retention, and satisfaction in hybrid classrooms. Teachers reported higher teaching efficacy due to the availability of diverse instructional tools. However, technical challenges were noted, particularly in the implementation of synchronous tools for remote learners. The research concludes that while interactive and multimodal supplementary materials are beneficial for enhancing hybrid education, careful attention must be given to their technological integration and accessibility to ensure a seamless learning experience for all students.
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