This paper presents a study on the evaluation of hybrid learning and teaching practices by academics. A mixed research method involving a questionnaire survey and a focus group interview was employed to gather academics’ feedback on their experience in delivering hybrid instruction in a synchronous manner in which on-site and remote students attended classes simultaneously, their students’ hybrid learning effectiveness, and their suggestions for improvement. The questionnaire was administered to 76 academics from a university in Hong Kong where hybrid learning and teaching were implemented, and the focus group interview involved 10 academics. The findings reveal that the participating academics perceived themselves as having an overall high degree of readiness to handle technical issues. They expressed that the students from their hybrid classes had lower levels of interaction, engagement, and motivation than those from traditional face-to-face classes. The participants also reported their challenges regarding hybrid learning and teaching, including heavy workload for lesson preparation and face-to-face and online classroom management, unfamiliarity with interactive teaching design suitable for hybrid classes, and difficulties in monitoring students’ learning process. They provided suggestions for the improvement of hybrid classes, ranging from the provision of technological support to professional development for enhancing students’ online interaction and engagement. These findings contribute to revealing academics’ experience in practising hybrid learning and teaching and identifying ways to address their challenges.

This paper presents a longitudinal study analysing the literature on the hybrid and flexible mode of learning (HyFlex learning) in terms of its research and practice over the past decade. A total of 84 articles published between 2013 and 2022 were collected from Scopus for analysis, covering their changes in publication patterns, research issues, features of practices, benefits, and challenges, as well as the recommendations given in the articles along the years. The results show a sharp increase in publications since 2018. Relevant work was primarily carried out at the tertiary level of education, with an emphasis on issues in respect of teachers’ and students’ perceptions, experiences, and behaviours in HyFlex learning. Most of the practices were mediated by technologies, which were primarily used for course delivery, course management, and in-class/off-class communication. The recommendations made in the literature cover the roles of teachers and institutions as well as relevant support, which are noted to have an impact on the effective implementation of HyFlex learning. The findings contribute to providing an overview of the longitudinal development and current state of HyFlex learning as well as insights into its future development in both research and practice.

The Literature Review (LR) section is an integral part of a research article (RA) where the author needs to develop a theoretical groundwork to anchor his/her own study. However, the part-genre always eludes novice writers, which involves deciding what to cite from relevant past literature and what goals the cited knowledge serves therein. Insights are thus necessary into how experienced/expert writers address such issues. Unfortunately, there has been a dearth of research into this topic, with existing work focusing mainly on the formal features and generic functions of source use. Motivated by the missing gap and the pedagogical need and grounded in Swales’s (1990) CARS model and Authors’ (2014) semantic typology of citations, the present study is an attempt to examine the semantic attributes of source ideas that get cited in different parts of the LR sections of Information Systems RAs following a behavioral science research (BSR) paradigm. Findings reveal that distinct types of source ideas are cited, which are associated with the specific move-steps of the LR sections and the BSR paradigm. A comparison of some of the cited ideas with the original ideas from the source texts also demonstrates that the latter have been re-contextualized to varying degrees to advance the arguments that the writers make in their LRs. Taken together, the study’s outcomes suggest that using a move-specific approach to citations can yield useful insights into source use in LRs. Implications for citation teaching and future citation research will be drawn.