PARAMETRIC ALIGNMENT OF HYBRID INSTRUCTIONAL FORMS WITH A MOTIVATIONAL-EMOTIONAL CRITERION IN THE CREDIT-MODULE SYSTEM

Hybrid instructional forms are widely used in higher education, yet the proportion of contact and distance components is usually fixed by external circumstance rather than chosen on measurable grounds. This paper proposes treating the hybrid form as a set of four managed parameters and aligning their values with a measurable motivational-emotional criterion assessed before the module begins. Three form variants and an alignment matrix are presented, together with a five-step mechanism that closes the loop through module-level monitoring. The approach converts the motivational-emotional state of students from an uncontrolled source of assessment bias into an input parameter of instructional design.