A Hybrid Classroom Instruction in Second Language Teacher Education (SLTE): A Critical Reflection of Teacher Educators

Nani Solihati, Herri Mulyono

Abstract


Hybrid instruction, which combines face-to-face classroom interaction and virtual activities, has been a growing interest for many teachers in universities, particularly those in teacher education programmes. This article presents my colleague’s as well as my own critical reflections on our experience with practising hybrid classroom instruction in SLTE in a private university in Indonesia. Within this hybrid classroom, Google Classroom (GC) was incorporated as a companion of the face-to-face (F2F) classroom learning sessions of twenty-two preservice teachers taking the curriculum and materials development (CMD) module. To help with our reflection, we took notes during our observation and asked the students to write a journal after each of our teaching sessions. We highlight several benefits and challenges when incorporating GC in a hybrid classroom. Implications for the practice of a hybrid classroom in SLTE, particularly within the Indonesian higher education context, are also offered.

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International Journal of Emerging Technologies in Learning. ISSN: 1863-0383
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