| Abstrakt: |
Hybrid learning is a common learning mode in the post Covid-19 era. In a hybrid learning context, some students attend a lecture in person, while others join virtually from home. University students face several challenges when they learn in this context. Providing adequate scaffolds can help these students learn more effectively in hybrid lessons. However, a literature review revealed that scaffolds were designed based on the existing studies or teachers' conceptualization of scaffolding. Need analysis for scaffolding, especially in a hybrid learning context, is under-researched. This action research aimed to investigate the challenges faced by postgraduate students and the types of scaffolds they needed during hybrid learning. This research involved 78 postgraduate students from a private higher education institution in Selangor, Malaysia. The participants completed an online questionnaire comprising six closed-ended and four open-ended questions. Descriptive data was used to present the data for the close-ended questions. The qualitative data was coded and categorized into themes. The quantitative results showed that the students only faced a few challenges regarding the course content, teaching methods, assessment, learning resources, and personal issues. However, the qualitative data revealed that the students did face various challenges during hybrid lessons. They needed both fixed and adaptive scaffolds to support their learning. Based on the results from the baseline study, the researchers designed synergistic scaffolds, which consist of fixed and adaptive scaffolds to support student learning. The practical implications of designing synergistic scaffolds to support hybrid learning are discussed. [ABSTRACT FROM AUTHOR] |
