# data[].attributes.body
It's tiring to take long lectures, specially when you are masked. Getting dehydrated, having headaches is common.

Solution: Avoid taking long lectures if possible, bring panadol/medication, bottle of water, control the air conditioning of the room to your comfort level.

# data[].attributes.body
Split attention/heavy mental load - teachers having to monitor chat, as some online students prefer the chat option; as well as monitoring in-class students can lead to high cognitive load.

Existing literature also highlights this issue in great detail. As cited by Raes, A., Detienne, L., Windey, I. et al. (2020), the teachers has a heavy mental load, often referred to as hyper-zoom or hyper-focus.

Solution:
- having a tutor/assistant to control the chat
- switch off the chat option for online students and ask them to participate vocally (however, this is not entirely inclusive and/or supportive of the student)

# data[].attributes.headline
Tips and suggestions from academic papers 

# data[].attributes.subject
Tips and suggestions from academic papers 

# data[].attributes.body
Tips and suggestions from academic papers are summarised below with colour codes for different themes

# data[].attributes.body
The biggest challenge faced in the synchronous hybrid learning environment is the audio component which is important for success (Bower et al. 2015; Cunningham 2014; Zydney et al. 2019).
Students who follow the class remotely should receive the same audio quality as those students who are present face-to-face (McGovern and Barnes 2009).

# data[].attributes.body
It might be worthwhile to keep different channels of communication open with the students, but of course - keep in mind that this will be an extra workload and teachers should be doing what works best for them.

Constant communication is also really important. We need to find different channels to connect students with us and one
another. This could be through the learning management system or instant messaging platforms.

# data[].attributes.body
It might be worthwhile to outline schedules with at least the key milestones/due dates before the term begins, as mentioned by Sheppard, J (2021):

While it makes sense to leave space for student contributions to course design, as well as our own adjustments to learning needs, a well-planned schedule is a crucial starting point in any online course (Darby and Lang; Warnock). Not every moment of a course needs be mapped but providing students with significant milestones upfront can, as Borgman and McArdle suggest, help instructors to “create an open and accessible space that allows for student success” (67). - page 12

# data[].attributes.headline
Organisations need to be flexible in outlining procedures, teachers need to be flexible in being adaptable to change

# data[].attributes.subject
Organisations need to be flexible in outlining procedures, teachers need to be flexible in being adaptable to change

# data[].attributes.body
If institutions or teachers come up with something that is very rigid, that can become a little bit problematic. It’s important to provide flexibility to teachers and to adapt our approaches if something is not working. Nobody wants to spend 12 sessions or more doing something that’s not working, so I think being flexible is really important.

# data[].attributes.body
Teachers should collect anonymous feedback from students regularly so we can make sure we are catering for their needs, no matter how they join our class.

# data[].attributes.body
Having a consistent weekly schedule might help in managing workload for academics, as mentioned by Sheppard, J (2021). Although this advise is in the context of Online Writing, it might be applicable for other creative disciplines.

"Consider using a consistent weekly schedule (e.g., a synchronous session early in the week, asynchronous/collaborative work later in
the week, and/or all work being due by Sunday at 11:59 p.m.) ... If students have a set routine for participation, they are more likely to get work accomplished and to do it on time. This approach also helps instructors manage their own schedules by knowing when they will have
student work to respond to" (pg. 12)

# data[].attributes.headline
Outline clear guidelines and boundaries about availability

# data[].attributes.subject
Outline clear guidelines and boundaries about availability

# data[].attributes.body
Although having some flexibility is good to accommodate students' needs, it is also important to create a balance and to outline clear guidelines and boundaries about when and how you will be available. Otherwise, it might give out the wrong message about being "always available" which may lead to frustration.

Because so much of our lives are online now, it is easy to expect instantaneous replies. Several respondents in our survey reported that students emailed requests for feedback or Zoom appointments late at night and expected responses by morning, leaving both instructors and students frustrated. Establishing clear rules about availability and in what timeframe students can expect to hear back is important (Borgman and McArdle; Conceição and Lehman). Besides being consistent for students, it can help instructors feel like they aren’t always on the clock

# data[].attributes.body
This is probably obvious, but worth reiterating that presentations/lessons/lectures are best if divided into shorter segments which deal with a key topic. It's also important to have some active form of learning to keep students engaged, capture their attention and to convey the right message.

Studies show that videos longer than 20 minutes rarely get watched all the way through and that videos that are six minutes or shorter are ideal (Guo et al. 44). This is not because students have short attention spans, but because this type of learning doesn’t require active engagement with the content. Even when you have a lot of material to cover, best practices suggest chunking information across several shorter videos (Douglas 0:35-1:27). This kind of micro-lesson allows instructors to capture students’ attention and convey (pg 12)

# data[].attributes.body
In this thread, May Lim shares her experience about her observations from hybrid technology

# data[].attributes.headline
Yammer Thread on Hybrid Learning Activities

# data[].attributes.subject
Yammer Thread on Hybrid Learning Activities

# data[].attributes.body
May Lim's Yammer Thread on Learning Activities

# data[].attributes.body
May Lim's yammer thread on student engagement

# data[].attributes.body
Hard to keep check of lecture and chat on a single monitor. Multiple monitors required

# data[].attributes.headline
Muting and unmuting the virtual students

# data[].attributes.subject
Muting and unmuting the virtual students

# data[].attributes.headline
Providing significant training and support

# data[].attributes.subject
Providing significant training and support

# data[].attributes.body
Both the change in pedagogical methods and the use of technology necessitate more preparation and organisation, resulting in an increased workload (Bower et al. 2015; Wiles and Ball 2013). This means that it is important that the educational institution provides sufficient training and support for teachers, both pedagogically and technologically (Bower et al. 2015; Cain 2015; Lightner and Lightner-Laws 2016; Szeto 2014).

# data[].attributes.headline
The new setup significantly influences the pedagogical and learning design

# data[].attributes.subject
The new setup significantly influences the pedagogical and learning design

# data[].attributes.body
this type of learning environment requires radical shifts in the teachers’ pedagogical methods in order to accommodate to the new technology

Solution:
Adopt a flipped classroom approach
Get to know the online students and create some presence before the synchronous session
Be open about the challenges of hybrid teaching and discuss expectations from the start

Keep it "technology light": don't introduce too many digital tools
(Source: Hybrid teaching: What is it? How do we do it? (sagepub.com)

# data[].attributes.headline
Different groups of students having different learning experience 

# data[].attributes.subject
Different groups of students having different learning experience 

# data[].attributes.body
"Concerning students’ perspectives in this new learning environment, research comparing the experiences of on-site students and remote students revealed that these two groups experience the lesson differently in the hybrid synchronous situation" (as cited by Raes et al. 2020).

Solution:
- Having well informed communication method so students online can participate in the classroom activities (Yeo & Moorhouse 2021). If there is live demonstration this might be difficult (Ref. May Lim, Yammer), but the teacher needs to re-think/re-adjust the learning activity so everyone can participate equally. E.g. May Lim mentioned she had to change into the animation version of an activity she planned to do on site because online students couldn't see the full view

# data[].attributes.body
the synchronous hybrid learning environment demands more self-discipline from students who are following remotely or online (Wiles and Ball 2013). Because the teacher is not physically present, there is less control of the students’ engagement.

# data[].attributes.headline
Loss of audio or video may make students disconnected from the entire classroom

# data[].attributes.subject
Loss of audio or video may make students disconnected from the entire classroom

# data[].attributes.body
Often, a disadvantage of the learning environment is the loss of visual and audible cues which normally are observable from the students when they are on-site (Weitze et al. 2013). Therefore, it is imperative that the teacher tries to ensure that remote students always feel included in the class in order to reduce some of the distancing effects. For instance, the lecturer should frequently ask questions throughout the lesson and be attentive to students’ input (McGovern and Barnes 2009; Ørngreen et al. 2015).

# data[].attributes.headline
Lag in answers to questions posted online causes frustration. 

# data[].attributes.subject
Lag in answers to questions posted online causes frustration. 

# data[].attributes.body
It is important to avoid unreasonable lag in responding to any student's questions posted in online forum or other established communication channels. Even a simple response to seek more time might be helpful.

Quote:

When the lecturer answering everyone’s questions that were posted online except mine, it creates a huge sense of exclusion/anxiety + make the student felt ignored (e.g. “is my question too dumb to be worth an answer?”). A simple “I need more time to think of a good reply to your question” or "I will answer your question by Monday next week" would help a lot....

Students came to uni mainly so they can ask questions and get answers in person. Online just don’t have the bandwidth for “complex questions”.

Ref:  May Lim on Yammer: https://web.yammer.com/main/threads/eyJfdHlwZSI6IlRocmVhZCIsImlkIjoiMTcwNDE5MzA0NTkwNTQwOCJ11

# data[].attributes.body
Many academics advise flipping the classroom for a more effective hybrid class experience. For example, Moorhouse, B (2020) strongly advised for this in this conversation paper.

I highly recommend using the flipped classroom approach.....it is also comforting to know that if students joining virtually have technical or internet issues, they’ve already got the lecture, and they’re not missing the input from the teacher. Knowing students have access to the materials they need helps us to have peace of mind. They can arrange an alternative time to see us if they need additional support.

# data[].attributes.headline
Begin by reflecting explicitly on pedagogical commitments

# data[].attributes.subject
Begin by reflecting explicitly on pedagogical commitments

# data[].attributes.body
A huge mistake that is made by organisations is to identify the technology first, then focus on how to use this technology in hybrid teaching. However, it is important to begin by reflecting on pedagogical commitments first before going into technological considerations. Once disciplinary and pedagogical commitments have been identified, the focus can be shifted to specific technologies that can help achieve these goals.

# data[].attributes.headline
Consider the learning outcomes and experiences that are integral for student learning

# data[].attributes.subject
Consider the learning outcomes and experiences that are integral for student learning

# data[].attributes.body
Before considering the technological aspects of the teaching experience, it is important to identify the LOs and the student experiences that can lead to achieving those LOs, Although Sheppard, J (2021) mentions this as important for Writing course, this may be applicable for most creative disciplines, such as those offered in the Faculty of Arts, Design and Architecture

The primary goal for college composition courses is to help students develop critical approaches to reading, analysis, and writing. Often, this is done not through lecturing, but through activities that have students negotiate different perspectives by discussion with peers and through their own writing, which help them think about rhetorical considerations, such as addressing varying audiences and utilizing credible, persuasive evidence. OWI instructors can begin with identifying what these goals are rather than feeling pressured about how goals will be accomplished through specific modalities (synchronous/asynchronous), LMS features, and other technologies/applications.

# data[].attributes.headline
Engaging students through providing opportunities to co-design

# data[].attributes.subject
Engaging students through providing opportunities to co-design

# data[].attributes.body
It might be worthwhile to provide opportunities for students to contribute in course design and choice of technologies.

By taking a UX approach, such as asking students to brainstorm and develop learning activities from their perspective or offering them opportunities to propose and use everyday technologies in the classroom, students can feel more engaged because they have a voice in how a course is designed.

# data[].attributes.headline
Understand that students, especially those who experienced the suddenly online COVID-19 session, can be uncomfortable with taking online classes

# data[].attributes.subject
Understand that students, especially those who experienced the suddenly online COVID-19 session, can be uncomfortable with taking online classes

# data[].attributes.body
Online learning is not the same experience for every student. Providing students a clear idea about teaching commitments, support options, and reasonings behind instructional decisions might be helpful to students, specially who need adjustments for various reasons.

As instructors, we can design our courses in ways that ease their concerns and set them up for success. One way to start this process is by crafting a short statement for syllabi about teaching commitments and how the course is designed as a supported, manageable learning experience. Instructors can also make transparent the reasoning behind instructional decisions (Darby and Lang), helping students to know what they will be doing and why. Lastly, instructors can plan for ways to accommodate student realities and convey this willingness to be adaptable to the class

# data[].attributes.headline
Ensure that all courses are accessible to all, in terms of both content and technology

# data[].attributes.subject
Ensure that all courses are accessible to all, in terms of both content and technology

# data[].attributes.body
Having an online component to the classroom requires that all technology and content are accessible for all, and that no one is missing out on a learning experience for any reason.

There is a constant evolution in what
is considered the next best tool, but not all students nor faculty will have the hardware, software, connectivity, and digital literacies necessary to access it. Although comprehensive data about technology access for both students and instructors in higher education remains
scarce, anecdotal evidence from the popular press and social media groups such as the Higher Ed Learning Collective make clear that both access and digital literacy skills among students and faculty are radically uneven.

# data[].attributes.headline
Creating connection and reducing social distance 

# data[].attributes.subject
Creating connection and reducing social distance 

# data[].attributes.body
While being more personal themselves, instructors should allow students to bring a bit of their personal life into the class and share something about their personality. This can be complimented with short, informal conversation starters at the beginning of each lesson. As quoted by Sheppard, J (2021)

Building interpersonal relationships not only helps students to be active participants in our learning communities, it helps us as instructors to feel connected as well. Further, this sense of social presence for instructors and students alike can help to reduce isolation when we are physically separated and can create a sense of accountability as we know others are interacting with our ideas and work.

# data[].attributes.headline
Relevant, relatable or applicable course content is good for student engagement. 

# data[].attributes.subject
Relevant, relatable or applicable course content is good for student engagement. 

# data[].attributes.body
Though this might not be applicable for all lessons, any real life experience is great for student engagement.

As quoted by May Lim:

Course content that are relevant, relatable or applicable immediately to real life are appreciated. If you look at the photos of the students, the fifth student from the right is drinking Guinness Stout and that is because the evening’s lecture was on drag/gravity/buoyancy forces with “why bubbles sink in Guinness Stout” as the example — and he wants to see the effect for himself.

# data[].attributes.headline
Polls are helpful in keeping students engaged

# data[].attributes.subject
Polls are helpful in keeping students engaged

# data[].attributes.body
Quote:

The interactions my students seems to like are polls -- particularly any polls that test their knowledge.

I started posting daily practice question before a major exams on Microsoft Teams channel this term, and the students work their way through it collectively with me pointing out errors or tips. They seems to like that too -- But being able to answer anonymously would be nice.

# data[].attributes.headline
Each student's experience with hybrid may be different

# data[].attributes.subject
Each student's experience with hybrid may be different

# data[].attributes.body
Student experience in hybrid can vary from student to student depending on a number of factors. For example,
- students who did not experience pre-pandemic lectures or fully face-to-face lectures may like the flexibility of hybrid, particularly if they are unwell or live further away from campus (May Lim on Yammer: https://web.yammer.com/main/threads/eyJfdHlwZSI6IlRocmVhZCIsImlkIjoiMTcwNDE5MzA0NTkwNTQwOCJ9)

# data[].attributes.body
There are some interesting patterns noted by an academic (May Lim on Yammer) on in-person attendance of students and this may have a drastic affect on the class dynamics:

- there always seems to be more male/international students choosing the online option and female/domestic  students choosing the on campus option (the class has ~50:50 male female ratio)
- What’s interesting about the attendance was those who showed up on campus are a clique of domestic students who I believe are active member of our student or sport society, and live ~1 h commute from UNSW. The two cliques that use to be on campus but not anymore are the student who have long commute (e.g. live in South/Western Sydney) and international students.
-What is even more intriguing and what I did not anticipate about hybrid classroom was the  students who showed up in person are mostly extroverts, while all the introverted students prefer to go online.
This meant my on campus class is now twice as LOUD and CHAOTIC compare to before

# data[].attributes.headline
Students sees the value of on campus workshops and lectures differently

# data[].attributes.subject
Students sees the value of on campus workshops and lectures differently

# data[].attributes.body
Interestingly, some of the on campus students would attend the 2 h workshop but skip the 2 h lecture that is right after (I am the primary instructor for both) - which shows the student sees the value of on campus workshops and lectures differently.

# data[].attributes.headline
The class profile and setting affect the effectiveness of the modality. 

# data[].attributes.subject
The class profile and setting affect the effectiveness of the modality. 

# data[].attributes.body
It is no surprise that the on campus students are more engaged and interactive than live online students. What was surprising is, on campus student who joined online in a room next door were the least active, i.e. they contributed even less than the online students! There is something about the setting which matters.

Ref: May Lim on Yammer while reflecting on Learning Activities: https://web.yammer.com/main/threads/eyJfdHlwZSI6IlRocmVhZCIsImlkIjoiMTY1OTExOTQ2NDM3NDI3MiJ11

# data[].attributes.headline
Whether it is effective to switch to hybrid will depend on a lot of other factors. 

# data[].attributes.subject
Whether it is effective to switch to hybrid will depend on a lot of other factors. 

# data[].attributes.body
It is not always clear what are the trade offs and benefits are [sic] when we shift to a hybrid modality, and for whom.  What I’m saying is, if a restaurant offers eat in, take out and home delivery, it probably would have happier customers but what else changes if the food serve is still the same?

Ref: May Lim on Yammer while reflecting on Learning Activities: https://web.yammer.com/main/threads/eyJfdHlwZSI6IlRocmVhZCIsImlkIjoiMTY1OTExOTQ2NDM3NDI3MiJ12

# data[].attributes.headline
time between lectures and tutorials/assessment matter

# data[].attributes.subject
time between lectures and tutorials/assessment matter

# data[].attributes.body
Period of time between lectures and tutorials/assessments also matters - too long (3-4 weeks) and too short (1 week) are both bad for learning.

# data[].attributes.headline
Quality and authenticity of the interactions with instructors is key - whether in hybrid or online

# data[].attributes.subject
Quality and authenticity of the interactions with instructors is key - whether in hybrid or online

# data[].attributes.body
gap in hybrid/online is less about the content delivery and more about the quality and authenticity of the interactions with instructors — getting just in time and personalised learning support (especially when they are not on campus), and technology that enables that, counts for a lot.

# data[].attributes.headline
Poorly designed learning activities and lack of support are the main reason for unhappiness in students 

# data[].attributes.subject
Poorly designed learning activities and lack of support are the main reason for unhappiness in students 

# data[].attributes.body
I think this particular batch of students, who have never experience the pre-pandemic university, have come accept online/hybrid as the norm.

What they are unhappy about are poorly designed learning activities and lack of support, particularly online.

I am calling this the IKEA problem. The ability and will of the customers to assemble the piece of furniture matters, but so is the quality of the furniture and the clarity of the instructions.

# data[].attributes.body
This is a 2021 interview of an academic at the Hong Kong Baptist University, teaching English Language Education in Education studies.

Abstract: Hybrid or hyflex comes with challenges and benefits. What worked: flipping classroom, providing enough information to students beforehand, asking on-campus students to login as well so they could speak via their own computer camera, using consistent technology (like Google Slides), being technology-light is key

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A systematic literature review on synchronous hybrid learning: gaps identifed

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A systematic literature review on synchronous hybrid learning: gaps identifed

# data[].attributes.body
Context: 2018 study, literature review of past papers that addressed hybrid teaching. 47 studies have been reviewed in this paper.

Abstract: 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. 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 diferent pedagogical scenarios and their impact on student outcomes

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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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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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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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Keywords

Here or there instruction

Research gaps

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Systematic review

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A systematic literature review on synchronous hybrid learning: gaps identified - Learning Environments Research

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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.

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H2m Pedagogy: Designing for Hybrid Learning in Medical Education

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H2m Pedagogy: Designing for Hybrid Learning in Medical Education

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Context: Medical Learning Discipline

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References

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Acknowledgements

The authors would like to thank Gill Aitken and Derek Jones for their input into designing and teaching the ACDPE course and the preceding Online Teaching course; participants in the ACDPE course, especially 'Morag'; and David Nicol for his input into and discussion of the design of the comparison tasks.

Peter Goodyear and Lina Markauskaite acknowledge financial support from the Australian Research Council through grants DP200100376 and DP150104163, which helped fund their contributions.

Ethics approval for this study was given by the Edinburgh Medical School Medical Education ethics committee.

Author information

Authors and Affiliations

1. Medical Education, Edinburgh Medical School, University of Edinburgh, Edinburgh, UK

Tim Fawns

2. Centre for Research on Learning and Innovation, Sydney School of Education and Social Work, The University of Sydney, Sydney, NSW, Australia

Lina Markauskaite & Peter Goodyear

3. Institute of Education, Massey University, Auckland, New Zealand

Lucila Carvalho

Corresponding author

Correspondence to Tim Fawns .

Editor information

Editors and Affiliations

1. Center for Innovation and Learning Design Kibbutzim College of Education,, Technology and the Arts, Tel-Aviv, Israel

Einat Gil

2. Consultant, Tel Aviv, Israel

Yishay Mor

3. Department of Signal Theory, Communications and Telematics Engineering, GSIC/EMIC Research Group, Universidad de Valladolid, Valladolid, Spain

Yannis Dimitriadis

4. Freudenthal Institute, Utrecht University, Utrecht, The Netherlands

Christian Köppe

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© 2022 The Author(s), under exclusive license to Springer Nature Switzerland AG

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Fawns, T., Markauskaite, L., Carvalho, L., Goodyear, P. (2022). H ₂ m Pedagogy: Designing for Hybrid Learning in Medical Education. In: Gil, E., Mor, Y., Dimitriadis, Y., Köppe, C. (eds) Hybrid Learning Spaces. Understanding Teaching-Learning Practice. Springer, Cham. https://doi.org/10.1007/978-3-030-88520-5_5

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H2m Pedagogy: Designing for Hybrid Learning in Medical Education

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In May 2020, the University of Edinburgh announced the September launch of a hybrid model for all on-campus programmes. Teaching would be neither fully online nor fully on-campus, but able to take place in either or both modalities (e.g. remote and on-campus students...

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Context: 2021 study

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Pandemic Pedagogy: What We Learned from the Sudden Transition to Online Teaching and How It Can Help Us Prepare to Teach Writing in an Uncertain Future

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Pandemic Pedagogy: What We Learned from the Sudden Transition to Online Teaching and How It Can Help Us Prepare to Teach Writing in an Uncertain Future

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Abstract: 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. 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 diferent pedagogical scenarios and their impact on student outcomes

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Online and Hybrid Education in a Social Work PhD Program

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Online and Hybrid Education in a Social Work PhD Program

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Context: Social Work PhD related article, March 2019 approved, and published 2021

Abstract: Online/hybrid education is an increasing pedagogical trend in social work. This study investigates PhD students’ experiences taking online/hybrid courses and their perceptions of preparedness to teach online/hybrid courses in the future. This study highlights that increasing online/hybrid education calls for innovative pedagogical strategies and training opportunities for emerging social work educators. We recommend that more comprehensive training experiences be offered to doctoral students to enable introducing them to technological issues, pedagogical strategies, and adaptation of course content specifically for online/hybrid settings.

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Pandemic Pedagogy: What We Learned from the - ProQuest

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Explore millions of resources from scholarly journals, books, newspapers, videos and more, on the ProQuest Platform.

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Construction of “three-stage asynchronous”instructional mode of blended flipped classroombased on Mobile learning platform

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Construction of “three-stage asynchronous”instructional mode of blended flipped classroombased on Mobile learning platform

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Highly recommended: This is an OPEN BOOK with ongoing call for submissions for Case Study on Hybrid-Flexible (HyFlex) course design

Key findings/Abstract: This book provides readers with strategies, methods, and case stories related to Hybrid-Flexible (HyFlex) course design so that they (you!) may make informed and thoughtful decisions about using it themselves and begin their own HyFlex course (re)design journey. More specifically, based on the needs identified for their specific context, readers will be able to:

gain an awareness of the HyFlex design,
determine if and how HyFlex course design could help them solve critical needs,
find their own innovative HyFlex solution to their specific challenges,
begin the HyFlex implementation process using strategies similar to those used by instructors described in this book, and
take advantage of emerging opportunities to improve their education practice, enabling them to better serve more students.

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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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Sydney University resource/blog site

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We introduced the Australasian Council of Undergraduate Research (ACUR) to the Teaching@Sydney community in 2019 when we announced a colloquium organised on the University...

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Making the most of the spaces we have: Design principles for successful hybrid and hyflex learning - Co-Design Research Group

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Making the most of the spaces we have: Design principles for successful hybrid and hyflex learning - Co-Design Research Group

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Sydney University resource: blog site

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Hybrid and hyflex learning are lasting legacies of our years of pandemic education. For educators at scale, with cohorts spread across the world by closed borders, these modes of delivery are a necessary response to ensure a safe return to campus and the ongoing online education of vulnerable and offshore students. Hyflex learning in particular has been a controversial and much debated mode of delivery. A quick Twitter search brings up thousands of tweets from institutions to vendors to educational developers proselytising or demonising the approach. The same Twitter search also reveals an almost universal lack of agreement as to what hyflex teaching is, what is best practice and how to embed it in a curriculum. For every advocate arguing that hybrid and hyflex learning represents the generational step-change we have been waiting for, there is an equally strident argument about it's efficacy (or potential) for deep learning. I want to make a case that hybrid and hyflex learning done poorly is still bad teaching. Done well, it can be truly transformative, innovative and facilitate deep learning. The simple key to doing it well is design.

Design, you say?

As institutions seek to design curriculum, prepare delivery, and conduct authentic assessment in this new normal of learning at scale, the deployment of effective pedagogical design principles is critical. The post-pandemic institution is one where unanimity and equity of experience are not assured simply by physical presence and where splitting the cohort into face-to-face and online groups creates a two-speed experience. The rusted-on structures of timetabling, teaching spaces and 'traditional' delivery models like lectures and tutorials have broken down in the face of a pandemic induced necessity. We can't afford to rinse and repeat the ways in which we have always done teaching and learning, or to uncritically snapback to how we designed, delivered and assessed education in 2019. Equally, we can't afford to rest on the laurels of emergency response teaching, a mode that served us well during 2020/21.

We need new design principles that are agnostic of the spaces we use to deliver our education. We need design principles that focus on the experiences of learning, that create moments of connection with people, with disciplines and with society. We need design principles that deconstruct the reliance on didactic instruction, testing memory, fear, and transactional learning (see my previous blog post Be More Cockatoo). We need design principles that rely on the activities, relationships, and engagements we build, not on the placement of desks and chairs, the size of the teaching desk or whether cameras are on or off. I call this approach space agnostic learning.

What is space agnostic learning?

Space agnostic learning (SAL) is where mixed modes of participation allow students undertake the same or equivalent activities of learning face-to-face or online, sometimes for the duration of the teaching period and other times varying across it. The kinds of teaching and learning activities that are deployed in space agonistic units allow students across the cohort the same capability to learn a topic, engage and connect with each other and the teachers and be assessed and receive feedback, in real time. SAL designs teaching and learning activities so that where they occur does not limit the engagement and participation of students. SAL designs for the affordances of different spaces that can be shared to enhance learning between students, for example, group work between face to face and online students utilising different apps or media capabilities. SAL design aims to make the most of the hybridised cohort, rather than deliver to the lowest common denominator between them.

From our experiences of delivering space agnostic learning at scale at the University of Sydney Business School, we have developed five design principles, embedding agency, student voice and co-design, connection, authenticity, and active learning into the DNA of the teaching, learning and assessment experience. They build on our University of Sydney Business School approach to pedagogy called Connected Learning at Scale, which deeply integrates active and connected learning with the capacity to leverage a student's business education to understand and solve critical global, local and personal challenges.

Diagram of space agnostic learning design principles

1. PURPOSEFUL - Teaching, learning and assessment activities should be designed specifically for mixed modes of participation. Purposeful design includes considerations such as group facilitation, authentic engagement and communication across the cohort, clear guidance and instructions for learning activities, equity and adjustment for students and staff, alignment with learning outcomes and reasonable student agency in relation to participation. Purposeful design breaks down and rethinks all teaching and learning from the delivery of engaging information, through to the deployment of active and connected delivery activities and the submission and grading of authentic assessment and feedback.

2. WIRED - Using technology effectively to design for equal opportunities and capabilities for all students to participate. In physical spaces this should include ubiquitous wi-fi, effective audio-visual including sound projection and collection (audio in and audio out), both institutional and personal. In online spaces, appropriate platforms and consideration of bandwidth, device and literacy requirements are critical. A wired environment is balanced towards the connection of the online students to the physical students in the space they are occupying. It recognises that proximity can be facilitated through the judicious and considered use of learning technology, from enterprise systems like a VLE or web-conferencing through to the engagement with cloud-based social media. Also, wired doesn't always means synchronous. The capability to interact offline is equally critical. The design for this synchronously asynchronous learning using interactive media (for example) reduces the burden on live interaction having to occur in a single slot of the day (or being entirely dependent on the technology ALWAYS working).

3. LEVERAGED - Allowing for and using the affordances of space where appropriate (or necessary) and ensuring the negation of these affordances where it is not necessary or appropriate. Leveraged design ensures that the unique capabilities of physical interaction (within the limitations imposed by social distancing, for example) can be leveraged to better support the learning of those studying online (and vice versa). SAL design avoids finding and delivering to the lowest common denominators between the modes of participation. Instead, it leverages those capabilities and eliminates the differences where appropriate, for example students as producers or co-designers utilising DIY making such as media or problem solving.

4. BALANCED - Finding a balance of engagement between students in different modes of participation, both in terms of self-selection of groups and structured or mandated activities. This principle recognises that online and face-to-face are different modes of participation and that there needs to be balance between and within the cohort in terms of access, engagement, group work and assessment. For example, lecture content might be entirely delivered online as it offers a more effective way to package and navigate information and support asynchronous interactivity, or the presentation of different perspectives and voices within the 'lecture'. However, group assessment might be better facilitated online to support mixed groups within the cohort.

5. CONNECTED - Connected design allows students to make and use connections between each other, with the teacher and with the critical learning points within the class. Ensuring clear human connections is critical for this occur (use of video, names and clear audio are the technical starting points). Connected design identifies multiple ways for students to engage and considers the limitations within modes of participation (such as social distancing or bandwidth) as well as between modes. Connected design can value asynchronous connection (such as using crowdsourcing, debate or conversation deployed over time) as much as synchronous discussion such as conversation, discussion, or question/answer.

How do I design for space agnostic learning?

The critical message here is empathy. Put yourself in the shoes of a student in your class. Think through the ways in which they are studying and interacting with the unit and their colleagues. Understand the compromises, challenges, and benefits of the decisions they have made about how they can participate in your unit. Get to know the spaces you and they will inhabit. Know the 'classroom' and its capabilities and clearly design and structure your technology approaches to support the kinds of activities and teaching you will be designing. Design to make the most of the spaces we have available for learning.

1. Communicate clearly - From the design of the unit of study outline, to the endorsement of assessment, right through to the delivery of the units and the expectations of students and your team, clear communication is critical. Make those expectations clear to students and staff upfront and as you deliver the unit.

2. Think through the activity - How will the activity work with students in the room and online? Can you have them work on it together, or do you need to group them together within a face-to-face group and online ones? Can the activity be split between online students (undertaking one part) and face-to-face students doing a different part? Are there capabilities unique to one mode of participation that can be shared to enhance the learning of the entire cohort (i.e. the use of drawing or notation platforms for online students). It often helps to discuss the activity with peers or draw on the experiences of others undertaking similar activities.

3. Keep the tech simple and have a back up - The more complex the technical integrations and interoperability, the greater the risks of failure (and sometimes the bigger the chance of something truly creative and transformational happening, though not always). Keep the tech simple to start with, consider the bandwidth and literacies of the students working online (and of those in the face-to-face space supporting them to interact with the entire cohort). Always have a backup plan, an analogue solution such as pen and paper, the use of text-based messaging like a discussion forum or social media, the shifting of synchronous engagement to an asynchronous connection or the use of tools such as uploading photos or diagrams (worked solutions) in case the media or technology fails.

4. Support ways to participate collectively and ensure the equivalence of experience - It is easy to default to designing activities specifically for each different cohort, or to only support group interactions within a mode of participation. Thinking about the benefits for learning that come from having the cohort interact with across and between modes is critical. It can help overcome social isolation, manage the complexities of social distancing in spaces, build skills in terms of remote working and support the development of skills in the use of media technologies. It is important to ensure that students don't feel they are missing out on something by engaging in different modes. The intention of a space agnostic mode is to design an equivalent experience, either during or post the class.

5. Design a framework of evaluation - Evaluating the effectiveness of teaching and learning activities either during or post-fact (through mechanisms such as student surveys) is critical to improving the educational experience. Asking students how it went, what worked well and what could be improved, allowing their voices and stories to be heard creates a positive culture of listening, improvement, and recognition. Building in more rigorous pedagogical evaluation methods can also enhance the understanding of the experience not just for you and your future students but for colleagues inside and outside your institution.

Additional resources

To find out more about projects where the Business School has deployed a space agnostic approach, have a look at our Leading in a Post-Crisis World program.

To have a look at how we are transforming curriculum you can read about our Connected Learning at Scale initiative here and here.

Space agonistic learning is part of our ecosystem approach to business education, which you can read about here.

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Making the most of the spaces we have: Design principles for successful hybrid and hyflex learning - Co-Design Research Group

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Hybrid and hyflex learning are lasting legacies of our years of pandemic education. For educators at scale, with cohorts spread across the world by closed borders, these modes of delivery are a necessary response to ensure a safe return to campus and the ongoing online education of vulnerable and offshore students.

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5 Models for Making the Most Out of Hybrid Learning

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5 Models for Making the Most Out of Hybrid Learning

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In the 1960's, cities built multipurpose stadiums for football games, baseball games, and concerts. These were supposed to be sleek, modern, and broad enough to encompass the needs of every entertainment industry. They were designed to be all things to all people. However, the multipurpose stadiums weren't designed with the fans in mind, which led to have half-empty baseball games where fans had horrible sight-lines. In football, athletes were losing traction on the baseball infield and slipping on the dirt. As for concerts, the stadiums were exciting but they lacked the sound quality of an auditorium or amphitheater.

This is the same challenge we are facing in hybrid learning. If we're not careful, we can all too easily design lessons that don't work for students at home or in the physical classroom.

I'm not a fan of teaching a hybrid lesson where half the students are at home and half the students are attending via video conference. On a purely functional level, it works. But it doesn't work well. It's the instructional version of a spork. By trying to merge together two incompatible formats, you're left designing lessons that lack the full range of options in either environment.

I made this mistake the first time I taught a pedagogy course where half of my students were in person and the other half were at home. I ended up lecturing in front of my computer camera so that students at home could see me via Zoom. I then faced my web camera at the board where they were expected to look at the slides. Fortunately, I had uploaded my slideshow to the LMS but still . . . it was bad. When students asked questions in person, I would repeat it to the students on Zoom. When they had questions, I would repeat it aloud for the students going face to face. I attempted to place students at home with small groups who were in person, leading to bad echoes. Eventually, I changed the grouping and modified the assignment. However, the lesson remained clunky and awkward.

However, hybrid learning doesn't have to be spork learning. I left that first evening with the realization that I had to change our entire hybrid model. I couldn't simply have students "Zoom in" to the physical course and expect it to work. I had to find a new approach that would maximize the benefits of both face-to-face and virtual environments. That semester, I focused on the Differentiated Model. However, in other semesters, I have used the Multiple Tracks model and the Split A/B model. In today's article, I'd like to explore five different models you can take with hybrid learning.

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5 Ways to Structure Hybrid Learning

The following are five different models for structuring hybrid learning. Every model has its own strengths and weaknesses. As educators, we need to be strategic about which model we select based on the needs of our students. The following table illustrates these differences.

1. The Differentiated Model

In this model, every student attends the class synchronously at the same time. However, you design differentiated activities for students who are at home and in person. It works well to make use of both synchronous and asynchronous communication tools for students at home and in person. As a refresher, here's a sketch video I created on this topic:
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With this approach, all students attend the lesson at the same time. Students begin by logging into a video conference platform from home or going to their seats in person. From there, you can differentiate your approach to the two different modalities.

Sample Class: Traditional Lesson

Warm-Up: Students at home and in-person work on a warm-up that you have posted to your learning management system. You can set a timer in-person and online so that students know the time limits. This is often when you take attendance.

Direct instruction: Students at home view a prerecorded "flipped video" by pressing play on the link you share in the video chat. Everyone in the video conference should be on mute. Meanwhile, you press play on the same video for your students in-person. This allows all students to access it together.

Guided practice: Students meet together as a whole class. They can submit their questions on a Google Form and you answer them, in the moment, in front of the computer so that students at home can hear. Or, you can allow students to use a wireless microphone and you can hook up the computer to speaker so that students at home can speak to the whole group class and also hear what the in-person class is saying.

Independent practice: As students move into small groups to practice their learning, the students at home can work collaboratively using the breakout rooms while students in person can meet in small groups. You can add accountability components by having students write in a shared document. At times, you might have student groups that include in-person and at-home students but this is admittedly tricky.

Closure: Every students fills out an online form for a closing activity.

Sample Class: Project-Based Lesson

Warm-up: Students work on their blog posts

Direct instruction: Students at home view a pre-recorded "flipped video" by pressing play on the link you share in the video chat. Everyone, including the students, are on mute. Meanwhile, you press play on the same video for your students in-person. This allows all students to access it together. This short video might be a quick review of the research process or it might be a key concept they need to learn connected to their project. This part is 5 minutes maximum.

Project time: Students at home work on their projects with other students at home by being strategic with tech-based collaboration tools. Often, they start by reviewing their project progress on a spreadsheet or using a tool such as Trello. From there, they use a mix of tools as they work on their projects. This is the bulk of the class time.

Closure: Students reflect on their learning using an online form or they go back to their project management tool (Trello board, spreadsheet, calendar, etc.) to set project goals for the next day.

While this option keeps groups separated by in-person or at home, students still interact with one another on the class learning management system. You can post questions as warm-ups in a way that creates a combined classroom community. You can also design assignments with mixed groups where students at home and in-person might work together for a smaller amount of time. They might give feedback using the 20-minute feedback system or they could work on a shared document together in collaborative brainstorms. I love doing online carousel activities this way. Here, all students are in breakout rooms and every student headphones. This helps prevent issues of echoes or bad audio quality.

2. The Multi-Track Model

This second approach treats each group as an entirely different cohort within the same larger class. So, while students might learn the same lessons and the same objectives, they essentially function almost like separate classes. At the start of the course, students sign up for the virtual track (synchronous remote learning), the online track (asynchronous remote learning), or the face-to-face track. As you teach, you run the virtual and in-person lessons at the same time. Meanwhile, students can access the online modules on their own time. Here's what this looks like.

Sample Class: Traditional Lesson

Warm-Up: Students in all three tracks log in to their cohort's LMS and answer the same discussion question. You have the directions for logging in posted on the video chat for the Virtual Cohort and displayed on the board for the face-to-face group. Meanwhile, students in the Online Cohort post their answers on their own time.

Direct instruction: Students at home in the Virtual Cohort view a pre-recorded "flipped video" by pressing play on the link you share in the video chat. Meanwhile, you teach the same direct instruction in a more interactive way to the face-to-face group. Students in the Online Cohort watch the same flipped video as the Virtual Cohort. However, they simply need to watch and respond by the end of the day.

Guided practice: You vary your guided practice depending on the day. So, you might do guided practice work with your in-person class while students in the Virtual Cohort engage in small group discussions to deepen their understanding of the content. The next day, you can flip it. Members of the Online Cohort have the option of joining the Virtual Cohort if they need additional guided practice.

Independent practice: As students move into small groups to practice their learning, the students at home can work collaboratively using the breakout rooms while students in person can meet in small groups. Students in the Online Cohort can collaborate using asynchronous tools.

This second model is the most tailored to each environment. It has very few "spork moments." However, it is a real challenge in terms of prep work and logistics. For this reason, it sometimes helps to divide the cohorts into separate classes and allow different teachers to alternate teaching the virtual or in-person groups.

For project-based learning, there's more flexibility. You can craft projects that allow the Online Cohort to work independently or to schedule collaborative project work time throughout the week. You can then do email and video conference check-ins. The Virtual Cohort can also work on the same projects and you can essentially place them in the breakout rooms immediately after they log in. Meanwhile, your face-to-face group can begin working on their projects the moment they walk through the door. As the facilitator, you can move between groups in each location and help problem-solve and guide students reflection. When you need to do direct instruction, you can create a flipped video for students in the virtual or online environments and you can do the same type of direct instruction face-to-face when the moment arises.

3. The Split A/B Model

The last two models work best in situations where half the students are required to stay at home at all times. This is true in university courses where students live far away but also during the quarantine with families who do not want to send their students to a physical classroom building. However, in some cases, you might have all students opting in to face-to-face learning but you also need to maintain social distancing. Here's where the Split A/B model works well.

A typical A/B Schedule might look like this:

A Group meets Monday and Wednesday

B Group meets Tuesday and Thursday

Friday is for home room, study hall, and open office hours

With the A/B schedule, teachers can make the most out of face-to-face time by maximizing student interaction when they meet in the physical building. They can then have students watched flipped videos, do station rotations, engage in meaningful independent practice, or do independent projects when they are at home. In other words, the synchronous learning happens face-to-face and the asynchronous learning happens at home, when students can work at their own pace. My friend A.J. Juliani has written a great blog post on 4 engaging structures teachers can use in an A/B hybrid course. Building on these ideas, I'd like to share a few ways you might organize an A/B classroom:

Flipped Model: Students watch a video, read an article, or get a preview assignment that they do at home. Then, when they meet in person, they might do a lab to reinforce the ideas, engage in guided practice, or do small group intervention instruction. Teachers might even do shorter game-based learning activities or simulations to reinforce the concepts they learned at home.

Project-Based Model: There are two options here. The first is to have students work on an independent project at home and a collaborative project in-person. This is the easier option logistically but it can lead to project fatigue. The second option is to have students work on their projects in person and then engage in more traditional work (watching direct instruction videos, doing skills practice work) at home. The third option is to have students work on their projects at home and at school. So they might engage in inquiry in person and then do their research at home, where they share their findings in a Google Doc. They can then meet in person to debrief the research and engage in ideation in person. From there, they might do prototyping in person and at home, using the same shared project management tools in class and at home. It's key that we keep equity in mind and that we allow students to bring home materials from the classroom when necessary.

Station Rotation Model: Students move through stations that they can do in person and at home. Catlin Tucker has a great model where students meet with the teacher, engage in online learning, and engage in offline learning (like reading a book). I love this idea because it brings to mind the reminder that distance learning doesn't have to be in front of a screen. However, there many station rotation models you can use where you can rotate students through key skills and concepts in online and in-person groups.

Intervention and Enrichment Model: With this model, students engage in online learning and then show up to class with specific questions. Teachers then pull small groups for intervention, clarify misunderstandings, and create options for meaningful enrichment activities. This isn't a study hall. It's much more structured. However, it is designed to maximize the dynamic, interactive elements of targeted help.

Seminar Model: This closely aligns with the college seminar model. Students do a reading, watch a video, or listen to a podcast. Then, when they are in person they engage in a Socratic Seminar. This model might make use of PBL elements and might include the occasional direct instruction. However, the whole focus is on maximizing group interaction time. So, students might do some reflective writing but the bulk of the class time is small group and whole class discussion. While the seminar model tends to be focused heavily on academics, teachers can also use it for social-emotional learning. It can be a time for community building.

4. The Virtual Accommodation Model

There are times when you have a small handful of students (figuratively, because, let's be honest, you can't fit your students in the palm of your hands unless you teach Smurfs) who need to work remotely while the rest of the class learns in person. In these moments, a virtual accommodation model works best. Here, you can teach the same lesson you would typically teach but have one student volunteer use the video chat and a single computer to allow students to participate. This person can sit near the teacher during direct instruction. You might still do a flipped video that the students at home watch. However, they might just watch you teach face-to-face. As they move into small groups, you can mute the video conference and let the students at home form a small group. You can then place the assignment on your LMS and have students in those small groups continue to work independently as a virtual group. However, it's important that you continue to check in on them throughout the process.

5. Independent Project Model

Sometimes your in-person activity simply doesn't connect with what students can do at home. It might involve a specific lab or a maker project. In these rare moments, you might need to do an independent project. Students can learn the same standards and focus on the same learning targets but they do so in a way that is separate from their classmates.

One alternative is to do an independent project that students can do at home or in-person. For example, you might do a Genius Hour Project:
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You might have students engage in an inquiry-based Wonder Day Project:
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You might have students work on their own choice menus. You can find four different choice menu options here. Another variation might be a self-paced approach, where students have access to an adaptive learning platform where they can master the learning at their own pace. However, the independent project model is not ideal for most situations and it can lead to isolation and loneliness. Learning is inherently social, so the goal in this model should be to find ways for students to move into the other models instead.

No Perfect Model

Each of these models work well in certain situations and poorly in other situations. As teachers, we can think strategically about how to design our learning so that we can optimize the benefits of each models. As schools, we can think creatively about when and how to use these models so that we avoid some of the pitfalls of a spork-based approach to learning. Even so, there will be mistakes. Learning is dynamic and complicated and hybrid learning adds another layer of complexity. However, by being intentional, we can help students thrive in every learning environment.

Learn More

If you're interested in learning more about this topic, I have a virtual learning hub with resources, articles, and webinars. I'm also working on the finishing touches on a book about empowering students in distance and hybrid learning. I can't wait to share it with you!

If you're a district or school leader and you're interested in student-centered learning in virtual, hybrid, and blended environments, please check out my speaking and workshops pag e.

If you want to take a deeper dive into empowering students in distance learning, please check out my course. It's fully self-paced and on-demand, which means you can work on it at your own pace. It's packed with videos and practical resources. The course is designed to take 15 hours and I offer district and school bulk license discounts.

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5 Models for Making the Most Out of Hybrid Learning

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In the 1960's, cities built multipurpose stadiums for football games, baseball games, and concerts. These were supposed to be sleek, modern, and broad enough to encompass the needs of every entertainment industry. They were designed to be all things to all people.

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3 HyFlex lessons from the pandemic and what's next

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3 HyFlex lessons from the pandemic and what's next

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As the coronavirus pandemic forced college classes online, the higher ed community was buzzing about an instructional model called HyFlex.

The concept wasn't new. In its truest form, HyFlex, sometimes called hybrid-flexible, calls for courses to be created in a way that gives students complete control over how and when to participate, either in-person or online. A small subset of schools was using this format before the pandemic. But the effect of the health crisis on instruction brought new attention to it, as more schools saw its potential to address the uncertainties affecting course delivery.

Many colleges that pursued the approach during the pandemic have come up short of full-on HyFlex, however, online learning experts say. That's in part because the crisis is limiting how much choice students have in how they participate in a HyFlex class.

Still, they say, institutions can learn from how HyFlex was used during this period, should they want to make it a bigger part of their offerings going forward.

Pure HyFlex isn't an easy win

Colleges can deliver HyFlex courses in at least two modes: in-person and online. The online piece can be synchronous or on-demand, and some schools provide it both ways.

Hyflex experts encourage colleges to keep a few principles in mind as they develop the courses: students should have a choice in how they participate, and they should have the tools and ability to access all course modes. It's also important that each mode offers an equivalent learning experience and includes many of the same course elements.

Others include whether faculty members have enough pedagogical knowledge or instructional design support to produce a HyFlex class that fulfills the required learning outcomes and offers the same level of learning across modes.

Whether schools have the technology to provide students with a real-time online experience and whether learners have the internet bandwidth to access classes off campus are also concerns , though experts say they generally can be designed around while sticking to HyFlex principles.

Asynchronous online options are key

Before the pandemic, faculty using HyFlex tended to build an online, asynchronous version of the course and used that to teach in the classroom, sometimes adding synchronous online instruction, said Brian Beatty, a HyFlex pioneer who is credited with laying out its core principles.

But instructors and schools shifting classes online due to the pandemic have gravitated to synchronous online instruction, said Beatty, who is also a professor at San Francisco State. That's at least in part because it's not as labor-intensive as a fully asynchronous online course.

"It's an easier approach to HyFlex in the minds of many," Beatty said.

Beatty urges colleges considering HyFlex for the long haul to invest in the asynchronous online component, saying it gives them more flexibility to serve students and prepare for situations in which synchronous instruction isn't possible.

MSU Billings was piloting the HyFlex model before the pandemic as a way to give its largely nontraditional student body more options while streamlining course offerings.

The university plans to expand its use of HyFlex as more faculty are trained to teach that way.

Already, online courses at MSU Billings must be asynchronous, and the school expects it will require HyFlex courses to include that mode, Honea said .

"There's not going to be a one-size-fits-all modality, at least for our student body," Honea said. "We're going to need to have a mix, and HyFlex is a model that allows you to mix several things."

Faculty need support

Instructors at MSU Billings must participate in course design training before they can teach a HyFlex class, which Beatty delivers and for which they get a $1,000 stipend . They can receive $2,000 to develop and teach their first HyFlex course, which is reviewed by a team of instructional designers. However, Honea notes, they can forgo the payment if they are concerned about their intellectual property rights to the course they develop.

As colleges moved classes online last spring, many turned faculty development into overdrive , striving to help instructors understand at least the basics of remote teaching. Although many MSU Billings faculty have been experimenting with elements of HyFlex on their own, the institution wants a "much more systematic rollout" to ensure what they are doing is of quality and "that it's actually HyFlex," Honea said.

So far, about four dozen MSU Billings professors have completed HyFlex training - more than a third of its full-time faculty.The school used $51,000 from the first round of federal coronavirus relief money to fund the stipends , though Honea said administrators pledged financial support for such training before the pandemic.

Training early adopters to teach HyFlex classes could pay dividends. "With a small amount of faculty development and a little bit of support - some time or some money, right - they're willing to invest a lot more into this," Beatty said. "Once they've got that success, then it's easier for the institution and for other faculty to kind of piggyback on that expense or on that success."

That's the plan at MSU Billings. Honea said the university is developing a system through which faculty members with ample HyFlex experience review proposed courses that use the model.

HyFlex advocates acknowledge that switching to the model creates more work for faculty, though they say most of that is in building the class.

"It's a paradigm shift," Rhoads said. "It's like two big huge things having to happen at the same time. ... They're flipping the classroom and seeing their lecture time not as lecture anymore but as active engagement."

What's next for HyFlex?

Several colleges have shared their experiences using HyFlex during the pandemic. But Erin Lynch, associate provost of scholarship, research and innovation at Winston-Salem State University, in North Carolina, sees an opportunity to figure out what are the core elements needed to make the model work.

She and a research team plan to examine its implementation across a small group of minority-serving institutions, primarily historically Black colleges, that represent a mix of public and private, and research and non-research, schools. Winston-Salem State is one of them.

The pandemic has disproportionately impacted low-income households and Black and other people of color, raising concerns about diminished educational access for those groups. The majority of students at HBCUs receive the Pell Grant , which is given to students with the greatest financial need. Meanwhile, HBCUs are important drivers of college degree attainment for Black students, particularly in STEM fields.

"If we don't get this right, what does that mean for our students going out into the workforce? What does that mean for our national economy if our institutions," particularly MSIs and HBCUs, " ... have a dip or a lull in achievement because HyFlex was not done right," Lynch said.

Beatty thinks offering multiple modes of instruction, including an asynchronous online option, can help schools address equity concerns by enabling them to serve more students. Whether that happens comes down to implementation.

"There are issues of equity in every single one of those areas," Beatty said of the HyFlex modes. "And so the question is, well, what are the equity issues and do the alternative ... paths actually help solve those equity concerns ... or do they exacerbate the problems?"

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3 HyFlex lessons from the pandemic and what's next

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As the coronavirus pandemic forced college classes online, the higher ed community was buzzing about an instructional model called HyFlex. The concept wasn't new. In its truest form, HyFlex, sometimes called hybrid-flexible, calls for courses to be created in a way that gives students complete control over how and when to participate, either in-person or online.

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Best Practise example

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Hybrid Teaching: Using the Classroom Tech @ Gies

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The Gies classrooms are ready to go for the hybrid fall courses! IT Partners, Facility Management and eLearning have been working diligently in the modifications to the classroom environment to support teaching students in the classroom and those remote.