Hybrid Learning and Academic Performance: The Role of Cognitive Load, Social Interaction and Collaboration, Self-Determination, and Multimodal Learning

Abstract

Background: Hybrid learning has become the most common delivery model since it integrates face-to-face online instructions. That is why its adoption, particularly during COVID-19, has attracted interest in the impact on students’ performance.

Objectives: This study aimed to evaluate the impact of hybrid learning on (1) cognitive load, (2) social interaction and collaboration, and (3) students' self-determination and engagement in the learning process.

Methods: The study employed a descriptive correlational research design. A self-developed, expert-reviewed questionnaire was used to survey the students registered for a hybrid civil law Procedure course to evaluate the students' ideas. The statistical tools included Mann-Whitney U, Kruskal-Wallis, and Spearman's correlation tests for comparing and assessing the inter-variable associations.

Findings: Cognitive load (M = 2.98) and self-determination (M = 2.88) were rated as "effective", while social interaction and collaboration (M = 2.45) were "somewhat effective". Cognitive load and multimodal learning significantly correlated with academic performance (p < 0.001), while self-determination did not (p = 0.166). Conclusion: This study’s findings indicate that hybrid learning enhances the cognitive process and encourages the use of multiple interfaces; however, there is still space for development in aspects that concern social affairs and in the fostering of the self-learning paradigm to academic performance.