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Hybrid Learning - Where are we now in 2023?
This module should take around 60 mins to complete.
Norgard (2021) wrote an excellent article titled 'Theorising Hybrid Lifelong Learning', suggesting that before the covid-19 pandemic hybrid learning was rare and often a secondary style of learning. The pandemic caused a huge shift in education and online learning has become common place. Post pandemic learning has become centred around a variety of tools, platforms and learning styles; ‘... hybridity embraces the qualities of fusing dimensions and dissolving dichotomies through working with the blurred lines of today's post-digital world.’ (Norgard, 2021, p. 1713).
This resource is focusing on a vision for the future of adult learning, which is reflected in what higher education institutions are currently navigating. Manciaracina (2022) comments that these institutions are being asked to make efficiencies, increased scale and innovate using effective technology. This is echoed by Norgard (2021) who comment that innovative teaching and learning that is flexible, has digital ubiquity, encourages active learning, collaboration is at the heart of future learning experiences. There is a need for a shift in education styles however, not a rapid, uncontrolled or unplanned change that we saw during the pandemic, but a controlled, well planed and considered approach.
‘We must [be] open to random acts of pedagogy’ (Norgard, 2021, p. 1713).
Foucault, (1984) cited by Norgard (2021) discusses that a hybrid space should be a heterotopia space. Heterotopia is a term coined by Foucault to describe spaces that exist outside of the normal. The term refers to both a physical or a utopian space and proposed to challenge past assumptions. Norgard (2021) proposes that heterotopia hybrid learning environment can be seemingly incompatible with learning, although one space may be a classroom, although this may resemble a cafe, or a more relaxed space. The online learners may choose a space of their own choosing which may resemble a cafe, kitchen, living room, museum, place of work, a field, etc. ‘Hybrid learning environments in the form of heterotopias distort and unsettle contexts of learning to create a place of otherness where worlds within worlds are fused and learners come together to learn in hybrid ways’ (Norgard, 2021, p. 1716).
Term definitions
Term definitions
Blended learning or station rotation- This is considered when a lesson is one mode of delivery at one time. But each session it could be different. For example one week could be online, the next in class and the following asynchronous content online. There is no set format or order of the modes of delivery. Lesson can be recored.
Hybrid learning - Is where learners choose their mode of learning, either online or in the classroom. The lesson is synchronous and learner engage in their mode of their choosing. Lessons can be recored.
Post-digital - This term has emerged since with wide spread use and integration of technology into our various aspects of our lives. It suggests a shift in perspective that goes beyond novelty and aims to take a critical approach but acknowledging the ubiquity technology has in our everyday lives. The term recognises that social, cultural and economic systems are bounded together with technology emphasising the critical approach that must be taken.
Activity
Activity
The Education and Training Foundation, who are a registered charity support Further Education (FE) and skills training across England and Wales, to support staff on their professional journey. Their aim is to work in partnership with the sector to provide transformational learning opportunities to learners aged 14 and above.
Jisc is UK wide digital, data and technology agency focused on the further and higher educational sector alongside research and innovation. They are a non-for-profit organisation and believe that education and research will improve lives and technology is at the heart of this.
Together they have recently updated their Digital Teaching Professional Framework. This is aligned with The Education and Training Foundation Professional Standards for educators working in the further education sector within the UK. It is a competency framework and it emphasises the enmeshed nature of pedagogy and technology to enhance learning. Below is a infographic of the framework and to the right is a copy of the full framework.
Read pages 32 to 35 of the framework, which is section B5. This is the newest section to be added and allows readers to consider all the elements needed for hybrid delivery model.
The Education and Training Foundation recommend that you use the Jisc Digital Toolkit alongside the framework to support your training needs. Take a read of scenario four where they discuss Hybrid Learning.
The Education and Training Foundation recommend that you use the Jisc Digital Toolkit alongside the framework to support your training needs. Take a read of scenario four where they discuss Hybrid Learning.
Ashraf, et al., (2021) wrote a article titled 'A Systematic Review of Systematic Reviews on Blended Learning: Trends, Gaps and Future Directions' which you will read in the next activity. They predict that flexible learning spaces enable rich experiences which in turn result in greater learning engagement. Manciaracina (2022) suggested that research into the science of learning indicated that active learning is critical which is supported by Ashraf, et al., (2021). They go further to predict that hybrid learning will increase students' self regulation, contentment and participation towards learning while in different learning spaces. Manciaracina (2022) states that ‘…serious consideration to shifting the instructional paradigm towards more active student participation, universities and colleges have begun to invest in the redesign of learning spaces and in choosing the most effective technologies.’ (p. 24). Both Ashraf, et al., (2021) and Manciaracina (2022) research indicated an increase in student engagement and the need for a redesign of spaces.
Activity
Activity
Read this paper, accessible below or at the link:
Ashraf, M. A. et al. (2021) A Systematic Review Of Systematic Reviews On Blended Learning: Trends, Gaps And Future Directions. Psychology Research And Behavior Management. [Online] 141525–1541. Available at: https://www.dovepress.com/a-systematic-review-of-systematic-reviews-on-blended-learning-trends-g-peer-reviewed-fulltext-article-PRBM
Questions to consider whilst reading:
What are the advantages and disadvantages of the current hybrid learning set ups?
How can hybrid learning support wider equity of access?
PRBM-331741-a-systematic-review-of-systematic-reviews-on-blended-learnin (1).pdfActivity
Activity
This is the hybrid room that I teach within. Take a look at the layout and listen to some student perspectives.
Istijanto (2023) latest research into factors that are motivating learners using hybrid environments supports some of what the learners say above. His research highlights the importance of choice for our learners moving forward, the choice of face to face or joining online in their own learning environment. Below is a summary of the results of positives and negative to online and face to face delivery from Istijanto (2023) research:
Face to face
Lots of distraction
The need to get dressed and look professional to attend
Pay for transport
Possible accommodation fees if not locally
More effective learning
Meet people on campus
Direct interaction
Online
Concentration is higher
Recording possibilities
More relaxed
Less travel time
Learn new technology
Cost effective
Environmentally friendly
Stops spread of virus or disease
Flexibility
Reference List
Reference List
ETF (2023) Digital Teaching Professional Framework, The Education and Training Foundation (ETF). Available at: https://www.et-foundation.co.uk/professional-development/edtech-support/digital-skills-competency-framework/
Istijanto, I. (2023) Exploring Factors Impacting Students’ Motivation To Learn Using Face-To-Face, Online And Hybrid Learning. Quality Assurance In Education. [Online] 31 (1), 121–136. Available at: https://www.emerald.com/insight/content/doi/10.1108/QAE-02-2022-0051/full/html
Jisc (2020) Exploring the Digital Pedagogy Toolkit, Jisc. Available at: https://beta.jisc.ac.uk/guides/exploring-the-digital-pedagogy-toolkit
Manciaracina, A. (2022) Designing Hybrid Learning Environments And Processes : Interactive Communication Tools For Active Learning. Cham, Switzerland: Springer. Available at: https://link.springer.com/book/10.1007/978-3-030-95274-7
Norgard, R. T. (2021) Theorising Hybrid Lifelong Learning. British Journal of Educational Technology. [Online] 52 (4), 1709–1723. Available at: https://bera-journals.onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13121
Further Reading
Further Reading
Istijanto, I. (2023) Exploring Factors Impacting Students’ Motivation To Learn Using Face-To-Face, Online And Hybrid Learning. Quality Assurance In Education. [Online] 31 (1), 121–136. Available at: https://www.emerald.com/insight/content/doi/10.1108/QAE-02-2022-0051/full/html
Manciaracina, A. (2022) Designing Hybrid Learning Environments And Processes : Interactive Communication Tools For Active Learning. Cham, Switzerland: Springer. Available at: https://link.springer.com/book/10.1007/978-3-030-95274-7
Norgard, R. T. (2021) Theorising Hybrid Lifelong Learning. British Journal of Educational Technology. [Online] 52 (4), 1709–1723. Available at: https://bera-journals.onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13121
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