The use of hybrid classes, where face-to-face classroom and asynchronous activities are combined in an online environment, helps save time and provides students with resources to study and review the materials. Although numerous empirical studies have analyzed the effectiveness of this teaching approach in university degrees in different areas of knowledge, conclusive results regarding academic performance and technical skill acquisition have not yet been provided in architecture and building engineering degrees. These disciplines require specific investigation due to their high visual and practical complexity. In this context, this study aims to evaluate the effectiveness of a video-based hybrid model to improve student performance. Using a mixed-methods design, hybrid teaching was implemented in the construction and installation subject (N = 119) during the 2022/2023 academic year. The results obtained were then analyzed with a holistic approach, including students’ performance, behavior, feelings, and opinions. The results have shown how using the hybrid classroom led to an improvement in student performance rate compared to the previous academic year with traditional teaching methodologies. These findings suggest that hybrid models are a viable solution to reduce high failure rates in technical degrees.
Bienvenido-Huertas et al. (2026) studied this question.