Collaborative Project-Based Hybrid Learning for Adaptive Learning in Higher Education
DOI:
https://doi.org/10.58524/oler.v6i3.1230Keywords:
Adaptive Capability, Collaborative Learning, Educational Technology, Hybrid Learning, PJBLAbstract
Higher education requires flexible learning models that combine digital accessibility, collaboration, and meaningful learning while accommodating differences in students’ technological readiness. However, limited research has examined how collaborative project-based hybrid learning supports adaptive learning among students with different levels of technological literacy. This study developed and evaluated a Collaborative Project-Based Hybrid Learning model for higher education. Using a research and development approach based on the ADDIE framework, the model integrated synchronous and asynchronous learning, project-based activities, collaboration, and digital resources within a learning management system. Data were collected through questionnaires, interviews, observations, documentation, and learning achievement tests. Following expert validation, the model was implemented using a posttest-only control group design, with quantitative and qualitative data analyzed comparatively and descriptively. The findings showed that the model was valid and feasible for implementation. Students with higher technological literacy who participated in the developed model demonstrated better learning outcomes than those receiving conventional instruction, whereas comparable improvement was not evident among students with lower technological literacy. These findings highlight technological readiness as an important condition for successful hybrid learning implementation. The study provides an instructional framework for integrating collaborative project-based activities into hybrid higher education while emphasizing the need for differentiated digital support to foster adaptive learning across diverse learner readiness levels.
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