There is therefore a division between those present in the auditorium and participants via Zoom / learning centers. Today at Lnu we have a project that works with raising completion rates for distance/online students, a problem that can partly be linked to different conditions for learning. Some students have shown difficulties in commitment and other challenges that result in the online participants becoming a B-team, like flies on the wall. We and many other higher education institutions have experience of teaching with students distributed at several municipal learning centers as well as students in the same room as the teacher. The biggest challenge with hybrid teaching is that you mix different forms of communication with different conditions both for learning and for the technical possibilities that are offered (the requirement for equity). Read more about the model in an article in Educause: 7 Things You Should Know About the HyFlex Course Model. The group work must mix campus and distance and must be able to continue outside the synchronous meeting to ensure that everyone is able to contribute. The method focuses on students’ active learning and presupposes collaboration between students regardless of how they choose to participate in meetings. The term hyflex is mentioned more and more often today, where students are free to choose between participating on campus or online, synchronously or asynchronously. The conditions for communicating with the different groups also differ and this makes it difficult to respond to each group in a good way. Hybrid teaching involves many challenges where the key issue is about capturing both the teacher’s and students’ activities in the room, and this makes it a difficult form of teaching to arrange without more advanced technology and preparation or specially equipped premises. Hybrid teaching means that you teach in a classroom with students on site, but others can connect via, for example, Zoom or learning centers. Universities and colleges gain benefit from seeing the learning environment as a concept that includes both formal and informal as well as physical and digital elements that complement each other and strengthen each other’s importance. Here we will discuss hybrid in terms of teaching. Hybrid as a form of distribution can refer to blended forms but also to blending online meetings with on-site meetings. The concept of hybrid can be linked to both forms of distribution and teaching opportunities. There has been a shift from the idea of a campus as a base for a university to a clearer definition of the programmes offered and how much this offer framework supports a flexible and broadened participation, a flexible functionality for the individual, on the physical campus and in digital forms – both internationally and nationally (Future learning environments, 2016). Bild: CC0 Public domain on Wikimedia Commons
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