Examining the impact of surface material design treatments on traditional and collaborative instructional approaches in hybrid classrooms

Hybrid teaching has gained substantial interest in higher education and is anticipated to influence future pedagogical reforms worldwide in the aftermath of the pandemic. Despite the adaptability of hybrid teaching as a flexible instructional design, various limits have emerged. Poor sound quality was a significant challenge for distant students, impairing their ability to effectively comprehend lectures and engage in interactions with on-site peers and instructors. Therefore, this study aims to investigate the impact of surface material design treatment on two distinct educational approaches in hybrid classroom environments. This study incorporates field measurements and acoustic modeling methods to develop effective surface design treatments that enhance the listening experience for remote students. Three significant acoustical parameters were assessed: reverberation time (RT), speech transmission index (STI), and speech clarity (C50). The results of an in-depth investigation are beneficial for designers and educational institutions in ensuring appropriate acoustic quality for hybrid learning settings. This setting concurrently enhances students' learning experiences and performance.