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Une revue systématique de la littérature sur l'apprentissage hybride synchrone : lacunes identifiées

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Une revue systématique de la littérature sur l'apprentissage hybride synchrone : lacunes identifiées

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Learning Environments Research 23, 269-290 (2020) Cite this article

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Abstract

More and more higher educational institutions invest in technology-enhanced learning spaces, which raises the question of how these environments can be shaped to be as effective as possible. A specific new learning space is the synchronous hybrid or blended learning environment in which both on-site and remote students can simultaneously attend learning activities. Given that synchronous hybrid learning is relatively new, there are few studies that have investigated its use and effectiveness. This study synthesised the best available evidence worldwide to provide an overview of the state-of-the-art of the current research regarding the benefits, challenges and current design principles to set up synchronous hybrid learning. In line with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses, we included 47 studies which were analysed to respond to our research questions. One of the main findings is that existing research suggests cautious optimism about synchronous hybrid learning which creates a more flexible, engaging learning environment compared to fully online or fully on-site instruction. Yet, this new learning space has several challenges which are both pedagogical and technological in nature. To meet these challenges, several design guidelines are formulated. A final conclusion is that most of the existing literature is exploratory and qualitative in nature and has focused mostly on descriptions of students' experiences, the organisational implementation and the technological design. Empirical studies have only begun to emerge and more research is needed into different pedagogical scenarios and their impact on student outcomes.

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References

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Acknowledgements

This research is partially funded by imec through the LECTURE + project. The imec.icon project LECTURE + is research bringing together academic researchers and industry partners. In this project, the research groups ITEC, Distrinet and PSI collaborated with the industry partners Barco, Televic Education and Limecraft. The LECTURE + project was co-financed by imec and received project support from Flanders Innovation & Entrepreneurship (Project Number HBC.2016.0657).

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Affiliations

1. Faculty of Psychology and Educational Sciences, KU Leuven Campus Kulak Kortrijk, Etienne Sabbelaan 53, Box 7800, 8500, Kortrijk, Belgium

Annelies Raes, Loulou Detienne, Ine Windey & Fien Depaepe

2. ITEC, imec research group at KU Leuven, Kapeldreef 75, 3001, Leuven, Belgium

Annelies Raes, Ine Windey & Fien Depaepe

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Correspondence to Annelies Raes.

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Raes, A., Detienne, L., Windey, I. et al. A systematic literature review on synchronous hybrid learning: gaps identified. Learning Environ Res 23, 269-290 (2020). https://doi.org/10.1007/s10984-019-09303-z
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Here or there instruction

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# data[].attributes.attachment_link.title
A systematic literature review on synchronous hybrid learning: gaps identified - Learning Environments Research

# data[].attributes.attachment_link.description
More and more higher educational institutions invest in technology-enhanced learning spaces, which raises the question of how these environments can be shaped to be as effective as possible. A specific new learning space is the synchronous hybrid or blended learning environment in which both on-site and remote students can simultaneously attend learning activities.

# data[].attributes.attachment_link.readable_text
San Francisco State University

Dr. Brian Beatty is Professor of Instructional Technologies and co-coordinator of the Instructional Design and Technology MA program in the Department of Equity, Leadership Studies and Instructional Technologies at San Francisco State University. Brian's primary areas of interest and research include social interaction in online learning, flipped classroom implementation, and developing instructional design theory for Hybrid-Flexible learning environments. At SFSU, Dr. Beatty pioneered the development and evaluation of the HyFlex course design model for blended learning environments, implementing a "student-directed-hybrid" approach to better support student learning.

Previously (2012 - 2020), Brian was Associate Vice President for Academic Affairs Operations at San Francisco State University (SFSU), overseeing the Academic Technology unit and coordinating the use of technology in the academic programs across the university. He worked closely with IT professionals and leaders in other units to coordinate overall information technology strategic management at SFSU. Prior to 2012, Brian was Associate Professor and Chair of the Instructional Technologies department in the Graduate College of Education at SFSU. He received his Ph.D. in Instructional Systems Technology from Indiana University Bloomington in 2002. Dr. Beatty also holds several CA single-subject teaching credentials, an M.A. in Instructional Technologies from SF State and a B.S. in Electrical Engineering from Marquette University. Dr. Beatty has more than 30 years of experience as a classroom teacher, trainer, and instructional designer at schools, businesses, and the US Navy.

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This volume provides readers with methods, case stories, and strategies related to Hybrid-Flexible (HyFlex) course design so that they may make decisions about using it themselves and even begin their own HyFlex course (re)design.

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Site pour apprendre sur les modalités d'apprentissage

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