Evaluating the Effectiveness of Video-Based Hybrid Learning in Architecture and Engineering
A Mixed-Methods Approach
Bibliographic Data
| ID | 22044807 |
|---|---|
| Authors | David Bienvenido-Huertas (0000-0003-0716-8589, Universidad de Granada), María Luísa de la Hoz‐Torres (Universidad de Granada), Antonio J Aguilar (0000-0001-5045-8560, Universidad de Granada), A Pérez-Fargallo (0000-0001-7071-7523, San Sebastián University, corresponding author) |
| Year | 2026 |
| Volume | 16 |
| Issue | 4 |
| Pages | 625 |
| Publication date | 2026-04-15 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci16040625 |
| OpenAlex | W7154449570 |
| Language | EN |
| References cited | 34 |
The use of hybrid classes, where face-to-face classroom and asynchronous activities are combined in an online environment, helps save time and provides students with resources to study and review the materials. Although numerous empirical studies have analyzed the effectiveness of this teaching approach in university degrees in different areas of knowledge, conclusive results regarding academic performance and technical skill acquisition have not yet been provided in architecture and building engineering degrees. These disciplines require specific investigation due to their high visual and practical complexity. In this context, this study aims to evaluate the effectiveness of a video-based hybrid model to improve student performance. Using a mixed-methods design, hybrid teaching was implemented in the construction and installation subject (N = 119) during the 2022/2023 academic year. The results obtained were then analyzed with a holistic approach, including students’ performance, behavior, feelings, and opinions. The results have shown how using the hybrid classroom led to an improvement in student performance rate compared to the previous academic year with traditional teaching methodologies. These findings suggest that hybrid models are a viable solution to reduce high failure rates in technical degrees
Asynchronous communication · Blended Learning · Empirical research · Engineering education · Hybrid learning · Hybrid system · Teaching method · Educational Environments and Student Outcomes · Innovative Teaching Methods · Problem and Project Based Learning · Architecture
Effects of different video lecture types on sustained attention, emotion, cognitive load, and learning performance
Comparing online and blended learner's self-regulated learning strategies and academic performance
The Impact of Narrative Feedback, E-Learning Modules and Realistic Video and the Reduction of Misconception
Use of Digital Resources in Higher Education during Covid-19
Media Trends and Prospects in Educational Activities and Techniques for Online Learning and Teaching through Television Content
Interdisciplinary differences in hybrid courses
Five ways to increase the effectiveness of instructional video
Active learning with online video
An explanatory sequential mixed-method research on the full-scale implementation of flipped learning in the first years of the world's first fully flipped university
Video Improves Learning in Higher Education
Teaching a Foreign Language Using Videos
Using a standardized video-based assessment in a university teacher education program to examine preservice teachers knowledge related to effective teaching
Epistemic agency, a double-stimulation, and video-based learning
| Citation velocity | historical |
|---|---|
| Highly cited | No |