Designing a Hybrid Instructional Model Centered on a Mobile Learning Platform

Educational technologies have made many educators' and students' lives easier, making educational resources more widely available. The educational system has benefited and battled with different changes caused by the fast development of instructional resources. Recent advances in internet technology that can be accessed via mobile devices have changed instructors' educational techniques. Online education has the potential to enhance educational standards around the world significantly. Traditional and online classroom instruction rely significantly on information-based teaching as part of the learning process. Educational technology can help improve student engagement, classroom activation, student idea stimulation, teacher expertise growth, and overall teaching quality and efficiency. Technology in the classroom has advanced significantly in recent decades, benefiting both students and teachers. This study combines a mobile learning platform (HTM-ML) and a hybrid instructional strategy. The description employs cutting-edge technologies, such as hybrid and mobile learning models, to make illustrated simulations more accessible and engaging to a broader audience. Consider developing a plan to analyze the resource's viability and usefulness as a teaching tool for improving the digital literacy abilities of students and teachers. To address the issues presented by the university's hybrid teaching paradigm, an internet-based online and offline hybrid teaching mobile learning platform was developed. To efficiently carry out educators' duties while assisting students in meeting their requirements for self-development. The results of the mixed approach to education, on the other hand, include important factors that predict the use of mobile learning technologies, including interaction rates of 95.3%, instruction rates of 96.8%, average rates of learning of 92.1%, productivity rates of 94.5%, feedback rates of 91.4%, f1-scores of 93.2%, and influence on curriculum development of 94.1%.