Enhancing Faculty Learning Management Skills Through Hybrid Teaching Methods in Universities
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Abstract
Blended teaching is a teaching approach that integrates traditional classroom instruction methods with online learning. It emerged as a transformational method in higher education. This approach offers flexibility and adaptability in instructional design and allows universities to respond to the diverse needs of students. Moreover, it fosters a more engaging and effective learning environment. The implementation of blended teaching requires faculty members to develop advanced instructional skills, including technological proficiency, curriculum design tailored to blended teaching, strategies to create student engagement, effective assessment methods, and time management. Developing these competencies enables instructors to overcome challenges associated with blended teaching and maximizes its potential to enhance learning outcomes. These competencies are essential for delivering high-quality blended teaching that aligns with student needs and achieves optimal educational outcomes. The main objectives of this study were: (1) to investigate the evolution of blended teaching methods among university faculty, (2) to derive the key skills and challenges in developing faculty competencies for successful blended teaching, (3) to identify effective strategies to develop blended teaching skills through professional development, institutional support, and integration of technological innovation, and (4) to explore case studies and future directions of blended teaching among faculty in Thailand. The researcher employed a documentary research method and synthesized relevant academic studies, case studies, and best practices in blended teaching. Additionally, a survey was conducted with a sample of 200 university faculty members to collect data on their perspectives regarding the best practices in blended teaching using a questionnaire as the research instrument and descriptive statistics for data analysis.
The research findings revealed that (1) the evolution of blended teaching methods among university faculty has demonstrated advantages over traditional instruction in terms of flexibility, learner engagement, and modern, diversified assessment methods through the utilization technology and student-centered approaches which enables respond better to diverse learners’ needs while traditional teaching remains limited in instructional methods and delivery formats; (2) key skills for faculty in blended teaching include technical proficiency, adaptability in instructional methods, promotion of student engagement, and effective assessment and feedback. However, some challenges remain such as resistance to change, technological and resource constraints, and limited professional development opportunities; (3) effective strategies to develop blended teaching skills involve structured professional development programs, peer mentoring and collaboration, systematic institutional support, and continuous evaluation and feedback to improve teaching practices; and (4) case study synthesis reveals that university faculty hold a strong positive perception of best practices in blended teaching (M=4.23, SD=0.60) reflecting readiness and acceptance of this approach. Future directions of blended teaching in Thailand emphasize the integration of new teaching models, long-term professional development benefits for faculty, and the potential for advanced technology to enhance instructional quality.
Therefore, blended teaching plays a crucial role in enhancing educational quality in the digital era by promoting access to education, learner engagement, and faculty development. Key enablers include training programs, technological support, learning opportunities, and professional motivation. The study recommends a systematic approach to professional development, the creation of collaborative learning environments, and the strengthening of technological infrastructure to support both faculty and students. These measures will help establish blended teaching as a foundational component of sustainable higher education through the effective application of essential tools and strategies for instructors.
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References
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