AMALAN PEMBELAJARAN HIBRID DAN KESEDIAAN KENDIRI PELAJAR DEWASA

HYBRID LEARNING PRACTICES AND SELF-READINESS OF ADULT LEARNERS

Abstract

Kajian ini mensintesis dapatan literatur mengenai amalan pembelajaran hibrid dan hubungannya dengan kesediaan kendiri pelajar dewasa di institusi pengajian tinggi. Satu tinjauan sistematik mengikut model PRISMA dijalankan melalui carian di Web of Science, SCOPUS, UKM MyJurnal, EBSCO, ProQuest dan SAGE bagi artikel 2019–2024; daripada 800 artikel, 35 dipilih untuk analisis. Dapatan menunjukkan pembelajaran hibrid meningkatkan autonomi pelajar, fleksibiliti masa dan akses bahan; integrasi platform digital serta strategi seperti flipped classroom, gamifikasi dan scaffolding adaptif meningkatkan motivasi intrinsik dan kemahiran kendiri. Literasi digital dan keyakinan akademik berkorelasi positif dengan penglibatan aktif dalam komponen dalam talian dan bersemuka. Namun, kebanyakan kajian menggunakan reka bentuk rentas masa dan instrumen kendiri yang berpotensi bias. Disyorkan kajian lanjut menggunakan reka bentuk longitudinal dan metodologi campuran serta pengumpulan data tingkah laku untuk memperkukuh penemuan dan menyokong ujian intervensi langsung terhadap sokongan teknikal dan psikososial boleh dijalankan bagi mengurangkan tekanan serta meningkatkan efikasi kendiri pelajar.

This study synthesizes existing literature on hybrid learning practices and their relationship with adult learners’ self-directed readiness in higher education institutions. A systematic review following the PRISMA framework was conducted using searches across Web of Science, SCOPUS, UKM MyJurnal, EBSCO, ProQuest, and SAGE for articles published between 2019 and 2024. Of the 800 articles initially identified, 35 were selected for final analysis. The findings indicate that hybrid learning enhances learner autonomy, time flexibility, and access to learning resources. The integration of digital platforms and pedagogical strategies such as flipped classrooms, gamification, and adaptive scaffolding was found to foster intrinsic motivation and self-regulation skills. Additionally, digital literacy and academic self-efficacy were positively correlated with active engagement in both online and face-to-face learning components. However, most studies employed cross-sectional designs and relied on self-reported instruments, which may introduce potential bias. Future research is therefore recommended to adopt longitudinal and mixed-method approaches, incorporating behavioral data, to strengthen empirical evidence and to examine direct interventions in technical and psychosocial support aimed at reducing learner stress and enhancing self-efficacy.