Lightening the load: Unveiling the factors influencing teacher orchestration load in synchronous hybrid education

Abstract

Background Rapid technological developments and the Covid-19 pandemic have accelerated the adoption of synchronous hybrid education (SHE), where onsite and remote students participate in learning activities simultaneously. Despite its potential, many teachers remain hesitant to embrace this model due to the high orchestration demands. As teachers are the main actors in implementing SHE, it is essential to avoid unnecessary teacher orchestration load (TOL) when designing and delivering these lessons. Aim This study aims to gain a deeper understanding of the different components (RQ1) and influencing factors (RQ2) of TOL in SHE, and explores the relationship between these influencing factors and components (RQ3). Sample Participants were 21 university teachers with experience in SHE. Methods Semi-structured interviews using the Critical Incident Technique were conducted. Both a deductive approach to code the components and an abductive approach to identify the influencing factors were employed. Results and conclusions Regarding RQ1, teachers experience cognitive, emotional, and physical load during SHE. Regarding RQ2, 74 influencing factors were identified and categorized into six themes related to students, teachers, instructional design, institutional policies, technology, and the hybrid environment. Some factors consistently increase or decrease TOL (e.g., technical support decreases TOL), while other factors are associated with both an increase and a decrease in TOL, depending on context, time or teacher factors (e.g., small group work). Regarding RQ3, some factors relate to one component (e.g., ceiling microphones decrease physical load), while most relate to multiple components of TOL (e.g., chat messages increase cognitive and emotional load).