Hybrid learning and instruction.

Hybrid instruction and learning combine face-to-face instruction with computer-mediated instruction (Graham, 2006). When designed and implemented successfully,  hybrid learning enables students to take advantage of the best of -face-to-face and online learning,

This introduces a new concept of what we call “class time”.  This instruction pedagogy is now more student-centered and no longer focuses on instructor delivery, but is more interested in the student’s application of the content. Class time is now replaced with asynchronous learning activities.

Sometimes referred to as Blended Learning, Hybrid learning is not exactly the same, as it combines virtual and in-person learning in a more intentional structured way than is done in the Blended Learning environment.

Blended learning incorporates online and face-to-face instruction interchangeably in unstructured ways. Activities and instruction can change in delivery format at different times and schedules. In the BL model, seat time is not typically replaced (e.g., moving lecture to the outside of class time), but rather the learning process is reconsidered (Strayer 2012).

Hybrid instruction assigns specific activities and instruction sessions to either online or F2F these modes of delivery never change throughout the course. The hybrid learning (HL) model, in contrast to Blended learning, is defined by the intentional use of technology as a replacement of seat time in class to foster an environment for student learning (Linder 2017).

HyFlex instruction is a 3-in-1 Hybrid learning environment that combines three learning modalities in one course: face-to-face, synchronous online, and asynchronous online. Beaty describes HyFlex as a combination of “hybrid” (includes face-to-face and online components) and “flexible” (students choose to attend face-to-face class sessions or complete learning activities online without physically attending class (Beaty, 2010; Hapke, 2021)

Why did we decide on hybrid?

•  The format is effective for these pre-college students who needed to be beheld accountable for attending sessions but also needed a flexible instruction schedule.
• It facilitates Inclusive Learning and Teaching:  Good teaching pedagogy for minority, first-gen, low-income, rural and non-traditional students.
• Hybrid combines the best of F2F with the best of virtual instruction: flexibility of asynchronous learning with the engagement of synchronous learning.
• Hybrid accommodates the variety of student learning styles and their unpredictable schedules.

Designing for Hybrid Instruction.

Characteristics of Hybrid Instruction

• It results in higher scores in summative and formative evaluations than fully online or FtF classes (Means et al. 2010).
• Anderson and May(2010) concluded that online, F2F, and blended methods of instruction are equally as effective
• Young adults and teens may prefer blended learning because they are used to  “experiencing real-time results from interactions with technology”.  (Chang, Wang and Hsu, 2020)
• It  allows more efficient interactive learning in the classroom, but not all students can work together due to absence, poor quality of discussion, or lack of preparation. (Chang, Wang and Hsu, 2020

What infrastructure and interventions are effective in developing, embedding, and extending inclusive learning and teaching in practice in hybrid instruction?

• Create classroom practices that foster participation, collaboration, and knowledge sharing in safe and inclusive spaces.  (Hocking, 2012)
• Make every effort to know students individually fostering a learning environment that is built on trust, and respect. (Hocking, 2012)
• Use strategies that harness students’ knowledge and experience, connecting theory and propositional knowledge to students’ lives and backgrounds. (Hocking, 2012)