Evaluation of Hybrid Classroom Implementation in Room A101

Abstract

The rapid development of information and communication technology (ICT) has accelerated the adoption of blended learning in higher education, combining traditional classroom instruction with online participation. To support this approach, universities require hybrid classroom systems that allow synchronous interaction between on-site and remote students. This study presents the design and implementation of a hybrid classroom in Room A101 using affordable and easily accessible devices. The system was built with a webcam connected to a mini PC and monitor, a wireless clip-on microphone integrated with the lecturer’s laptop, a projector supported by an HDMI switcher, and a stable internet connection. Implementation followed five stages: needs analysis, system design, installation, workflow, and evaluation. Technical testing covered video, audio, speaker performance, and internet stability, while user surveys captured perceptions of effectiveness. Results showed the system delivered acceptable 720p video, clear audio, and stable connectivity. Survey feedback indicated satisfaction levels of 82% for video, 88% for audio, 75% for speaker performance, and 84% overall. These findings confirm that low-cost hybrid classroom solutions can enhance flexibility, inclusivity, and accessibility in higher education, while remaining practical and replicable in similar institutional contexts.

Keywords

Hybrid Classroom; Blended Learning; Educational Technology; Low-Cost Implementation; Higher Education

Full Text:

Article Plagiarism Check

References

N. Lv and Z. Li, “The Effects of Blended Learning Environment on College Students’ Learning Effectiveness: Exploring the Role of Behavioral Intentions and Self-Efficacy Through the UTAUT2 Model,” Sage Open, vol. 14, no. 2, pp. 1–16, 2024, doi: 10.1177/21582440241251604.

N. Vaughan, C. Graham, C. Dziuban, and V. D. Teodoro, “Blended Learning in Higher Education: Research Findings,” International Journal of Educational Technology in Higher Education, vol. 20, no. 1, pp. 1–12, 2023, doi: 10.1186/s41239-023-00412-x.

M. Nyathi, “Evaluating the effectiveness of blended learning in learning business courses in low-income economies,” Asian Association of Open Universities Journal, vol. 19, no. 1, pp. 55–69, 2024, doi: 10.1108/AAOUJ-07-2023-0089.

W. Ali, “Online and Remote Learning in Higher Education Institutes: A Necessity in light of COVID-19 Pandemic,” Higher Education Studies, vol. 10, no. 3, p. 16, 2020, doi: 10.5539/hes.v10n3p16.

R. Boelens, B. De Wever, and M. Voet, “Four key challenges to the design of blended learning: A systematic literature review,” Educ Res Rev, vol. 22, pp. 1–18, 2017, doi: 10.1016/j.edurev.2017.06.001.

D. R. Garrison and N. D. Vaughan, “Institutional change and leadership associated with blended learning innovation: Two case studies,” Internet and Higher Education, vol. 18, pp. 24–28, 2013, doi: 10.1016/j.iheduc.2012.09.001.

Y. Park and M. Y. Doo, “Role of AI in Blended Learning: A Systematic Literature Review,” International Review of Research in Open and Distributed Learning, vol. 25, no. 1, pp. 164–196, 2024, doi: 10.19173/irrodl.v25i1.7566.

S. Y. Park and H. Kim, “A Comparative Study of Hybrid vs. Traditional Classrooms in Post-Pandemic Education,” Computers & Education: X Reality, vol. 2, no. 1, pp. 100–118, 2023.

C. K. Lo and K. F. Hew, “A critical review of flipped classroom challenges in K-12 education: possible solutions and recommendations for future research,” Res Pract Technol Enhanc Learn, vol. 12, no. 1, p. 4, 2017, doi: 10.1186/s41039-016-0044-2.

Q. Liu, W. Peng, F. Zhang, R. Hu, Y. Li, and W. Yan, “The Effectiveness of Blended Learning in Health Professions: Systematic Review and Meta-Analysis,” PeerJ, vol. 9, p. e11137, 2021, doi: 10.7717/peerj.11137.

M. J. Kintu, C. Zhu, and E. Kagambe, “Blended learning effectiveness: the relationship between student characteristics, design features and outcomes,” International Journal of Educational Technology in Higher Education, vol. 14, no. 7, pp. 1–20, 2017, doi: 10.1186/s41239-017-0043-4.

G. Siemens, D. Gasevic, and S. Dawson, Preparing for the Digital University. a review of the history and current state of distance, blended, and online learning. Athabasca University, 2015. doi: 10.13140/RG.2.1.3515.8483.

X. Wang et al., “Hybrid teaching after COVID-19: advantages, challenges and optimization strategies,” BMC Med Educ, vol. 24, no. 1, pp. 1–12, 2024, doi: 10.1186/s12909-024-05745-z.

D. A. Rahmadani and F. Yuamita, “Perancangan alat bantu pewarnaan batik menggunakan Metode Job Strain Index dan Metode Ergonomic Function Deployment,” Jumantara: Jurnal Manajemen dan Teknologi Rekayasa, vol. 3, no. 1, pp. 1–15, 2024, doi: 10.28989/jumantara.v3i1.1944.

M. Astuti, U. Mauidzoh, and M. Antica, “Analisis efektivitas promosi ITDA melalui media Facebook untuk pengembangan strategi keberlanjutan,” Jumantara: Jurnal Manajemen dan Teknologi Rekayasa, vol. 1, no. 1, pp. 25–34, 2022, doi: 10.28989/jumantara.v1i1.1299.

G. R. Gale and L. T. Chi, “Critical Success Factors in Blended Learning: A Systematic Review,” Educ Sci (Basel), vol. 13, no. 5, p. 469, 2023, doi: 10.3390/educsci13050469.

A. Jayzyuji and W. Setiafindari, “Analisis pengendalian kualitas produksi General Plywood di PT ABC menggunakan Six Sigma dan TRIZ,” Jumantara: Jurnal Manajemen dan Teknologi Rekayasa, vol. 3, no. 2, pp. 112–120, 2024, doi: 10.28989/jumantara.v3i2.2301.

M. Eryilmaz, “The Effectiveness Of Blended Learning Environments,” Contemporary Issues in Education Research (CIER), vol. 8, no. 4, pp. 251–256, 2015, doi: 10.19030/cier.v8i4.9433.

“Effect of Blended Learning on Students’ Learning Outcomes: A Meta-Analysis,” Jurnal Pendidikan Progresif, vol. 11, no. 2, pp. 205–218, 2021, doi: 10.23960/jpp.v11.i2.2021.

T. Zhang and L. Chen, “Evaluating Student Engagement in Hybrid Classrooms: Insights from Higher Education,” J Comput Assist Learn, vol. 39, no. 4, pp. 1123–1136, 2023.

A. K. Singh and P. Sharma, “Low-Cost Hybrid Classroom Setup Using Readily Available Technologies,” Educ Inf Technol (Dordr), vol. 28, pp. 5611–5629, 2023, doi: 10.1007/s10639-022-11485-2.

A. Alammary, “Blended learning models for introductory programming courses: A systematic review,” PLoS One, vol. 14, no. 9, p. e0221765, 2019, doi: 10.1371/journal.pone.0221765.

http://dx.doi.org/10.28989/jumantara.v5i1.3494

Article Metrics

Abstract view: 1 times
Download     : 0   times Download     : 0   times

This work is licensed under a Creative Commons Attribution 4.0 International License.

Refbacks

• There are currently no refbacks.