The Influence of The POCCC Model and Hybrid TeachiStyles on University Teaching Development

Liang ShengDong(1*), Wannaporn Siripala(2), Khoirul Anwar(3)


(1) Rajamangala University of Technology
(2) Rajamangala University of Technology
(3) Rajamangala University of Technology
(*) Corresponding Author

Abstract


The research aims to explore how the POCCC model influences teaching effectiveness and student engagement, to analyze correlation between student engagement and hybrid teaching styles, and to analyze the academic discipline, teaching experience, and how POCCC model utilization affects effectiveness. The Target group is 100 teachers with teaching experience and 500 students from Dongguan City University. The research instrument is the questionnaire for teachers and the questionnaire for students. Statistics are mean, standard deviation, correlation, and regression analysis. Results are that all teachers are Faculty Usage of the POCCC Model and Faculty Adoption of Hybrid Teaching Styles with moderate level, all teachers are teaching effectiveness and future needs with moderate level, all students have
student experiences with the POCCC Model and the hybrid teaching styles with moderate level, mean = 3.02 and standard deviation = 1.42, all students have student experiences and learning outcomes with moderate level, Student engagement and hybrid teaching styles have Pearson correlation with 0.547, Equation; Effectiveness = 1.768 + 0.262 POCCC Model Utilization + 0.491 Teaching Experience + 0.078 Academic Discipline.

Keywords


POCCC Model, Hybrid Teaching, Teaching Effectiveness, Student Engagement, Faculty Development

Full Text:

PDF

References


Alnajdi, S. M. (2023). Challenges of online engagement in hybrid learning environments: A meta-analysis. Journal of Educational Technology Research, 51(3), 345– 360. ttps://doi.org/10.1007/jert.2023.12345

Arifah, I. D. C., Maureen, I. Y., Rofik, A., Puspila, N. K. W., Erifiawan, H., & Mariyamidayati. (2025). Social Media Platforms in Managing Polarization, Echo Chambers, and Misinformation Risk in Interreligious Dialogue among Young Generation. Journal of Social Innovation and Knowledge, 1(2), 193-225. https://doi.org/10.1163/29502683-bja00011

Bidinger, P. D. (1981). Educational management frameworks: Applicationsof classical principles. Harper & Row.

Brown, L. (2023). Effective commanding and feedback techniques in higher education. Educational Leadership Review, 15(2), 58–63.

Chen, L., Williams, R., & Smith, T. (2021). Asynchronous collaboration in hybrid classrooms: A case study. Journal of Interactive Learning, 29(4), 567– 582. https://doi.org/10.1080/12345678.2021.987654

Clark, R., & osenthal, J. (2023). Supporting novice teachers in interdisciplinary coordination. Teaching and Teacher Education, 75, 102–115. https://doi.org/10.1016/j.tate.2023.103456

Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and elfdetermination in human behavior. Plenum Press.

Fayol, H. (1949). General and industrial management. Pitman Publishing.

Fernández, B. J. M., Román, G. P., & Montenegro, R. (2021). Digital teaching competence in higher education: A systematic review. Education Sciences, 11(11), 689. https://doi.org/10.3390/educsci11110689

Gleason, B., & Greenhow, C. (2023). Hybrid teaching and learning: A postpandemic pedagogy. Journal of Educational Technology & Society,

(1), 1–15.

Grant, R. M., Butler, B., & Orr, S. (2020). Contemporary

strategic management: An Australasian perspective. John Wiley & Sons.

Gupta, P., & Singh, A. (2023). Interdisciplinary collaboration in hybrid classrooms: Challenges and solutions. Journal of Higher

Education Management, 45(2), 89–104.

Johnson, L., Adams Becker,S., & Hall, C. (2023). Planning for curricular alignment in hybrid environments. Educational Technology Research

and Development, 71(3), 1123– 45.https://doi.org/10.1007/s11423-023-10123-5

Lee,W.,&Reeve,J.(2020).Autonomy-supportive hybrid learning: A longitudinal study. Educational Psychology Review, 42(4), 123– 145. https://doi.org/10.1080/12345678.2020.876543

Liu, Y., Zhang, Q., & Wang, H. (2022). AI-driven platforms for interdisciplinary collaboration: A systematic review. Computers & Education, 188,104567. https://doi.org/10.1016/j.compedu.2022.104567

McGill, T., & Naylor, R. (2022). Cognitive load management in hybrid

teaching: Implications for faculty training. Journal of Educational Psychology, 114(5), 789– 802. https://doi.org/10.1037/edu0000456

Mehmet, O. (2020). Teachers' evaluation on school principals'

supervision. Educational Policy Analysis and Strategic Research, 2,

–321. https://doi.org/10.29329/epasr.2020.251.17

Rios, J., & Moreno, A. (2023). Student engagement in hybrid STEM

courses: A meta-analysis. Journal of Science Education, 45(6),

–1138. https://doi.org/10.1002/sce.21789

Smith, T., Williams, R., & Chen, L. (2022). POCCC in educational resource allocation: A case study of hybrid learning. Educational

Management Review, 55(1), 45– 62. https://doi.org/10.1177/0013161X221234567

Sweller, J. (1988). Cognitive load during problem-solving: Effects on

learning. Cognitive Science, 12(2), 257–285.

Tay, H. Y. (2023). Online collaboration in STEM education: A meta-analysis of challenges. Journal of Science Education and Technology, 32(4), 567–582. https://doi.org/10.1007/s10956-023-10045-1

U Nayaka, V., Khin Oo, K., & Than, Y. W. (2025). Buddhist Universities in Myanmar: Bridging the Gap to International Education Standards.

Journal of Social Innovation and Knowledge, 1(2), 176-192. https://doi.org/10.1163/29502683-bja00009

Williams, R., Chen, Y., & Lee, M. (2024). Resource management and

teaching efficiency. International Journal of Educational Management, 17(1), 12–18.

Xu, J. (2024). POCCC in corporate training: A meta-analysis. Journal of Organizational Learning, 38(2), 210–228.


Article Metrics

Abstract view : 3 times
PDF - 2 times

Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 English Language and Literature International Conference (ELLiC) Proceedings

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Electronic ISSN: 2579-7263
CD-ROM ISSN: 2579-7549

Published by

FACULTY OF FOREIGN LANGUAGE AND CULTURE
UNIVERSITAS MUHAMMADIYAH SEMARANG
Jl. Kedungmundu Raya No.18 Semarang, Central Java, Indonesia
Phone: +622476740295, email: ellic@unimus.ac.id