Journal of Engineering Research and Reports

This study aimed to understand how an engineering division transforms its practices to attune to hybrid teaching pedagogy in higher education. Specifically, it aimed to identify challenges encountered by lecturers and students and how these challenges are responded to. Furthermore, it was aimed to develop a model to address problems in hybrid teaching. The study made use of a qualitative research design to gather in-depth insights about the problem and generate new ideas for research. Theoretical sampling is used as prescribed for grounded theory. It identifies the participants which allows a theory to emerge and supports the conducting of interviews with an initial interview from the head of division until saturation is achieved. Results of the study showed that the engineering division recognized the challenges brought by hybrid teaching like unequal opportunity among students to be engaged in class activities, inefficient support for online students, technical issues with the platform, lack of devices for online learning, additional time during the weekend, unresponsive online students, inability to monitor online students, low level of readiness and hesitation among lecturers, unstable internet connection and sound-related issues. The division responded with solutions like provision of laptops, collaborative teaching, online teaching apps, gamification, audio-visual learning, tutorial videos, use of school and personal resources, and repetition for mastery. The mechanism utilized in addressing the challenges faced are continuous professional development, informal sharing and discussion with colleagues, and institutional in-house training.