Breakthroughs, Breakdowns, and Some Productive Pedagogical Paradoxes of Virtual Learning

2010 ◽  
pp. 142-153
Author(s):  
Vachel Miller ◽  
Kelly Clark-Keefe
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Doctoral Students ◽  
Hybrid Learning ◽  
Virtual Learning ◽  
Virtual Space ◽  
Face To Face ◽  
Transformative Potential ◽  
On Line ◽  
Hybrid Learning Environment

Learning sites in higher education have become more diffuse, diverse, and tangled. As instructors, we can hybridize our encounters with students, meeting them one week in class; another week, in virtual space. Our initial experimentation with hybrid learning has left us face-to-face with breakthroughs, break-downs, and deep pedagogical dillemmas. In this chapter, we voice our emergent sensibilities about the transformative potential—both for our students and ourselves—of inhabiting a hybrid learning environment. Our discussion is based on our observations of doctoral students’ interaction and engagement on-line, as well as our own embodied sensitivities about how we, as instructors, experience ourselves and our work in the pedagogical movement between our classrooms and virtual space.

Traditional to Hybrid

2014 ◽  
pp. 387-411
Author(s):  
Rowena Li
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Learning Experiences ◽  
Hybrid Learning ◽  
Psychological Needs ◽  
Face To Face ◽  
Social Media Tools ◽  
Hybrid Learning Environment

Drawn from first-hand teaching and learning experiences, this chapter seeks to explore social media tools and their unique features in adapting traditional face-to-face courses to the hybrid learning environment. It examines the transformed roles of instructors and students, as well as their changing pedagogical, social, and psychological needs. It also demonstrates how social media can be used to meet the challenges of both hybrid and online instruction in higher education. This chapter provides faculty, administrators, and practitioners a better understanding of the roles of the instructors and students in a hybrid setting and also offers guidance to instructors on how to involve social media tools in a hybrid learning environment to enhance students' learning experiences.

Traditional to Hybrid

2013 ◽  
pp. 65-90
Author(s):  
Rowena Li
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Learning Experiences ◽  
Hybrid Learning ◽  
Psychological Needs ◽  
Face To Face ◽  
Social Media Tools ◽  
Hybrid Learning Environment

Drawn from first-hand teaching and learning experiences, this chapter seeks to explore social media tools and their unique features in adapting traditional face-to-face courses to the hybrid learning environment. It examines the transformed roles of instructors and students, as well as their changing pedagogical, social, and psychological needs. It also demonstrates how social media can be used to meet the challenges of both hybrid and online instruction in higher education. This chapter provides faculty, administrators, and practitioners a better understanding of the roles of the instructors and students in a hybrid setting and also offers guidance to instructors on how to involve social media tools in a hybrid learning environment to enhance students’ learning experiences.

scholarly journals Doctor of Physical Therapy Education in a Hybrid Learning Environment: Reimagining the Possibilities and Navigating a “New Normal”

2020 ◽  
Author(s):  
Kendra Gagnon ◽  
Brian Young ◽  
Teresa Bachman ◽  
Thomas Longbottom ◽  
Richard Severin ◽  
...  
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Learning Strategies ◽  
Physical Therapist ◽  
Hybrid Learning ◽  
Hybrid Education ◽  
Face To Face ◽  
Physical Therapist Education ◽  
Hybrid Learning Environment ◽  
Therapist Education

Abstract Professional physical therapist education has experienced a transformation over the last few decades, moving to a doctoring profession with more autonomy and a broader scope of practice. These changes have occurred in parallel with systemic and structural changes in health care and higher education, both of which have experienced challenges with improving access and controlling costs, and have become a centerpiece of legislative and political discourse. At the same time, advances in technology have introduced new possibilities in education, with the emergence of online, blended, and “flipped” learning models that supplement or replace face-to-face instruction with distance learning. Hybrid education is a type of blended learning, utilizing both face-to-face and online instructional strategies. In a hybrid learning environment, online content may be delivered synchronously or asynchronously, replacing traditional face-to-face instructional time and reducing “seat time” for students. Recent attention has been brought to online and hybrid/blended learning in physical therapist education in the wake of the COVID-19 pandemic, as programs have been required to abruptly move from face-to-face to remote instruction. Hybrid and other forms of blended learning strategies have been described at the physical therapist education course level. However, there is no literature describing hybrid learning implementation at the physical therapist education program “levels,” and there has been limited discussion on best practices for delivering hybrid, blended, and online instruction in physical therapist education. This perspective provides an overview of hybrid education, describes theoretical frameworks that guide implementation of a hybrid education curriculum, and discusses future directions for hybrid physical therapist education and educational research.

scholarly journals A Multi-Dimensional Hybrid Learning Environment for Business Education: A Knowledge Dynamics Perspective

2021 ◽  
Vol 13 (7) ◽  
pp. 3889
Author(s):  
Ioanna Pavlidou ◽  
Nikolina Dragicevic ◽  
Eric Tsui
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Business Education ◽  
Knowledge Workers ◽  
Hybrid Learning ◽  
Face To Face ◽  
Knowledge Framework ◽  
Knowledge Dynamics ◽  
Hybrid Learning Environment

The main promise of new, digitally enabled and hybrid learning environments is to enable future-ready knowledge workers by equipping them with business and digital competences. However, business education (BE) research often focuses on the problems of instructional design and individual disciplines, rather than on the challenges of developing a holistic knowledge and competences required to ensure students’ long-term employability. This paper, to address this gap, approaches BE as a knowledge dynamics field that consists of rational, emotional and spiritual knowledge and proposes a related framework to serve as a guide for developing and analyzing a hybrid learning environment (HLE) that would support BE. Then, it uses the developed framework in an interview-based study to understand the students’ perceptions of how the implementation of an HLE in postgraduate course stimulated knowledge dynamics for BE. The results show that the HLE stimulated different aspects of knowledge due to the diversity of modes of learning-Face-to-Face (F2F) and online, the diversification of learning sources and the internationalization of the course-level curriculum. These results pave the direction for teachers to use the knowledge framework as a compass for future implementations and evaluations of similar methods.

scholarly journals The Impact of Integrating a MOOC Platform on the Teaching of Computer Science Course: A Case Study

2019 ◽  
Vol 5 (1) ◽  
pp. 44 ◽  
Author(s):  
Mohssen Hakami
Keyword(s):  
Learning Environment ◽  
Teaching And Learning ◽  
Hybrid Learning ◽  
Learning System ◽  
Traditional Learning ◽  
Face To Face ◽  
The Impact ◽  
Hybrid Learning Environment ◽  
Quantitative And Qualitative Methods

The present study reports an attempt to identify and evaluate the effectiveness of integrating teaching MOOC platform into traditional learning system to teach a face-to-face course. It investigated students’ opinions of Sharurah College of Science and Arts about the benefits and challenges based on their learning experiences in a hybrid learning environment. The researcher used both quantitative and qualitative methods to address the research questions. The study shows the following findings: a MOOC platform, as a new source for learning, supports teaching and learning in a hybrid learning environment; it can be used to support traditional learning; students like and are interested in a hybrid MOOC learning environment; and, finally, the most challenges affecting the hybrid MOOC environment are Internet drop/low speed connections and limited time for discussion in the MOOC.

scholarly journals USING ACTIVE LEARNING IN HYBRID LEARNING ENVIRONMENTS

2021 ◽  
Vol 247 ◽  
pp. 14001
Author(s):  
C Demazière
Keyword(s):  
Learning Environment ◽  
Flipped Classroom ◽  
Learning Experience ◽  
Hybrid Learning ◽  
Course Evaluation ◽  
Pedagogical Approach ◽  
On Line ◽  
Set Up ◽  
Student Course Evaluation ◽  
Hybrid Learning Environment

In this paper, an innovative pedagogical approach relying on flipped classroom and offered in a hybrid learning environment combining on-site and off-site attendees is proposed. The set-up is furthermore tested on two short courses offered at Chalmers University of Technology and analyzed using student course evaluation questionnaires. Several elements constitute the backbone of the courses. Such elements are either offered in an asynchronous fashion or in a synchronous fashion. The asynchronous elements are made of textbooks specifically written for the respective courses, pre-recorded short webcasts explaining the key concepts of the textbooks and on-line quizzes giving formative feedback to the students. Such elements should thus be studied by the students before attending the synchronous sessions. Because of the preparatory work made by the students, the synchronous sessions can focus on much more active forms of learning under the teacher’s supervision. The success of the pedagogical approach entirely depends on the contents of the synchronous sessions, which need to be carefully planned and designed so that they promote student learning. Although the hybrid learning environment gives rise to some additional challenges from a teacher’s perspective, it also gives much more flexibility in attracting students from remote locations, without compromising the learning experience.

scholarly journals Avaliação de um Ambiente Virtual de Aprendizagem de Imunologia

EAD em FOCO ◽  
2016 ◽  
Vol 6 (2) ◽  
Author(s):  
Adriano Theodoro ◽  
Gerlinde Agate Platais Brasil Teixeira ◽  
Claudia Marcia Borges Barreto
Keyword(s):  
Learning Environment ◽  
Undergraduate Students ◽  
Learning Experience ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Ease Of Use ◽  
Classroom Teaching ◽  
First Year ◽  
Face To Face ◽  
Teaching Concept

Descrevemos o processo de criação colaborativa de um ambiente virtual de aprendizagem (AVA) de acordo com os princípios das metodologias ativas de ensino e a sua avaliação. O ambiente virtual foi usado no apoio ao ensino presencial. Participaram dessa experiência híbrida de aprendizagem estudantes da disciplina Imunobiologia, oferecida no primeiro ano de um curso tradicional de graduação em Medicina. Ao término da disciplina, foi aplicado um questionário para avaliar a facilidade de uso e a percepção dos estudantes sobre a qualidade do aprendizado adquirido. A maioria dos estudantes que avaliaram a intervenção pedagógica afirmou que o ambiente foi fácil de usar, atendeu às expectativas de apoio ao ensino presencial e as atividades didáticas foram importantes para o aprendizado de habilidades como reflexão, pesquisa e discussão. Portanto, o ambiente virtual desenvolvido foi bem-sucedido e bem-aceito pelos estudantes.Palavras-chave: Educação a distância, Moodle; Ensino de Imunologia, Mapa conceitual.? Evaluation of a Virtual Learning Environment of ImmunologyAbstractWe herein describe the process of collaborative creation and evaluation of a Virtual Learning Environment of Immunology according to the principles of active learning. The Web-based platform was used in support of face to face classroom teaching. First year Medicine undergraduate students attending Immunobiology? course participated in this blended learning experience. At the end of the course, a questionnaire was applied to evaluate the ease of use and the students' perception of the quality of the acquired learning. Most students assessed the educational intervention said that the environment was easy to use, supports the classroom teaching and the educational activities were important for learning skills such as reflection, research and discussion. Therefore, the developed virtual environment was successful and well accepted by the students. Keywords: Distance learning, Moodle, Immunology teaching, Concept map.

Flipping the Medical School Classroom

2018 ◽  
pp. 5800-5809
Author(s):  
Kristina Kaljo ◽  
Laura Jacques
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Medical Students ◽  
Clinical Skills ◽  
Medical Knowledge ◽  
Hybrid Learning ◽  
Teaching Methodologies ◽  
Face To Face ◽  
Content Acquisition ◽  
Hybrid Learning Environment

The preparation of today's physicians is a tremendous responsibility. For medical students to be successful, they must experience a multitude of opportunities to develop appropriate clinical skills, problem solving acumen, and medical knowledge. Due to various barriers, medical students may develop gaps in critical and foundational knowledge. The use of flipped lectures has the capacity to “mobilize” education and ensure for versatility and improved content acquisition through the implementation of both online and face-to-face teaching methodologies. This hybrid learning environment has the capacity to also address the increasingly diverse needs of today's matriculating medical student. This article identifies tools and strategies of how to incorporate flipped lectures into medical education.

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