scholarly journals Exploring Student and Teacher Experiences in Hybrid Learning Environments: Does Presence Matter?

2021 ◽  
Author(s):  
Annelies Raes
Keyword(s):  
Learning Environments ◽  
Hybrid Learning ◽  
Teacher Experiences

scholarly journals Smart Groups: A Tool for Group Orchestration in Synchronous Hybrid Learning Environments

2021 ◽  
pp. 384-388
Author(s):  
Adrián Carruana Martín ◽  
Carlos Alario-Hoyos ◽  
Carlos Delgado Kloos
Keyword(s):  
Learning Environments ◽  
Hybrid Learning

Ramping up to Hybrid Teaching and Learning

2010 ◽  
pp. 406-423 ◽  
Author(s):  
Raj Boora ◽  
John Church ◽  
Helen Madill ◽  
Wade Brown ◽  
Myles Chykerda
Keyword(s):  
Learning Environments ◽  
Teaching And Learning ◽  
Hybrid Learning ◽  
Content Delivery ◽  
Learning Models ◽  
Straightforward Manner ◽  
Face To Face ◽  
Significant Challenge ◽  
Hybrid Teaching ◽  
One Step

Hybrid learning models attempt to create an environment that can harness the best parts of both face-to-face and online modes of content delivery. The creation of these environments can be achieved in a very straightforward manner. However, the challenge is to develop these environments so that they fit the needs of the students, the abilities of the instructors, and also the nature of the content, all of which are numerous and varied. Deciding what elements to put online and what elements to deliver face-to-face presents a significant challenge, as the number of tools available to instructional staff will increase significantly over the next decade. Once the means of delivery are understood, it is possible to take the idea of hybrid teaching and learning environments one step further by first making the most of online and face-to-face delivery separately and then using them together when the need arises.

Knock Down the Walls, Open the Doors

2012 ◽  
pp. 408-421
Author(s):  
Kristen G. Taggart
Keyword(s):  
Teacher Preparation ◽  
Learning Environment ◽  
Learning Environments ◽  
21St Century ◽  
Hybrid Learning ◽  
Technical Skills ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Local Education ◽  
Departments Of Education

Hybrid classrooms, or blended instruction, blend the traditional face-to-face instruction model with newer technologies of online learning. 21st Century students crave a more interactive learning environment, but unfortunately, today’s teachers largely lack exposure to Web 2.0 technologies and technological expertise to offer such learning tools to their students. Therefore, teacher preparation programs, state departments of education, and local education authorities must improve the technical skills of teachers. Once teachers have 21st Century skills, they will be prepared to offer a more dynamic learning environment to students, including hybrid learning environments. This chapter will explore the possibility and effectiveness of utilizing hybrid-learning environments at the high school level. This will be accomplished through review of the literature, an evaluation of the educational objectives met through the implementation of hybrid learning, addressing the obstacles to implementation, and suggesting methods of improvement for teacher preparation programs, state departments of education, and local education authorities to improve the technical skills of teachers.

Knock Down the Walls, Open the Doors

2013 ◽  
pp. 766-779
Author(s):  
Kristen G. Taggart
Keyword(s):  
Teacher Preparation ◽  
Learning Environment ◽  
Learning Environments ◽  
21St Century ◽  
Hybrid Learning ◽  
Technical Skills ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Local Education ◽  
Departments Of Education

Hybrid classrooms, or blended instruction, blend the traditional face-to-face instruction model with newer technologies of online learning. 21st Century students crave a more interactive learning environment, but unfortunately, today's teachers largely lack exposure to Web 2.0 technologies and technological expertise to offer such learning tools to their students. Therefore, teacher preparation programs, state departments of education, and local education authorities must improve the technical skills of teachers. Once teachers have 21st Century skills, they will be prepared to offer a more dynamic learning environment to students, including hybrid learning environments. This chapter will explore the possibility and effectiveness of utilizing hybrid-learning environments at the high school level. This will be accomplished through review of the literature, an evaluation of the educational objectives met through the implementation of hybrid learning, addressing the obstacles to implementation, and suggesting methods of improvement for teacher preparation programs, state departments of education, and local education authorities to improve the technical skills of teachers.

scholarly journals A collaborative design model to support hybrid learning environments during COVID19

2020 ◽  
Author(s):  
Thomas Cochrane ◽  
James Birt ◽  
Neil Cowie ◽  
Chris Deneen ◽  
Paul Goldacre ◽  
...  
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Collaborative Design ◽  
Distributed Learning ◽  
Hybrid Learning ◽  
Environment Design ◽  
Resource Guide ◽  
Face To Face ◽  
Learning Environment Design ◽  
Face To Face Learning

COVID-19 has catalyzed online learning environment design across all university disciplines, including the traditionally practice-based disciplines. As we move from a rapid response triage mode of online learning towards a more sustained engagement with a mix of online and face-to- face learning environments (particularly for practice-based learning) we face some unique challenges. This concise paper explores an example of collaborative co-creation and co-design of a resource guide as a response to the challenges of COVID-19 for best practices for designing hybrid learning environments to facilitate distributed learning environments (face-to-face and remote students). The co-creative co-design of the resource guide highlights some of the identified key design principles behind facilitating distributed learning communities.

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