Navigating the Challenges of Hybrid Learning

There appears to be a lot of confusion about what hybrid learning is. The Canadian Distance Learning Research Association offers this set of definitions[i]:

• ONLINE LEARNING means that the entirety of a course is delivered online and there are no on-campus requirements for students. Online learning experiences may be synchronous, asynchronous or a mix of the two.
• IN-PERSON LEARNING means students are required to attend all classes in an in-person setting. Technology may be used to varying extents.
• HYBRID LEARNING (also referred to as blended learning) means there is some mix of in-person and online instruction within a course. There are many variations of hybrid learning.
• MULTI-ACCESS LEARNING means instruction is available in different modes for a given course and students can move between modalities at their own discretion. Hyflex learning is an example of multi-access learning.

Hybrid learning gained traction in colleges and universities in the mid 2000s when more faculty became familiar with technology-enabled learning and learning management systems (LMS) were in widespread use. Early adopters, including York University, UBC, Penn State, University of Maryland, University of Wisconsin and Drexel University,) began offering web-enhanced courses that supplemented face-to-face instruction with online resources and activities.

The pandemic reinforced, for some, the value of hybrid learning. Post-pandemic, 82% of students globally wanted at least some online components, while only 18% preferred fully in-person learning without online components[ii]. Hybrid is here to stay[iii], although there is some evidence that students are also preferring more fully online course choices.

Let’s take stock of the 10 big challenges

Hybrid learning is not without its challenges or opportunities for development. Here are 10 questions that may be helpful to explore:

1. How can institutions effectively integrate online and face-to-face learning to create an optimal hybrid learning experience? This is a question about pedagogy and instructional design. To be effective, hybrid learning requires a different kind of face-to-face experience than traditional classrooms, with more group work, project or case-based learning and peer-to-peer interaction. “Lectures” can be pre-recorded and shared online or translated into an online resource. Given how precious (and expensive) classroom time is, it must be used to build engagement and intensive learning experiences.

2. How can institutions ensure equitable access to technology and resources in hybrid programs for all students, particularly those from disadvantaged backgrounds? The shift to online and hybrid learning during the pandemic highlighted issues of digital inequality, with some students lacking access to affordable and reliable Internet, appropriate devices or quiet study spaces — all of which can negatively impact their ability to fully participate in hybrid programs. Resolving issues of equity and inclusion are key to the more widespread deployment of hybrid learning.

3. How can institutions minimize the additional time and resource burdens on instructors who prepare for and deliver hybrid learning? Hybrid learning can be challenging for instructors. It requires increased planning to prepare highly engaging in-person events and to strike a balance between teaching effectiveness and covering enough material in condensed in-person sessions. There is also be a need to create effective online presence and learning, not just another “bulletin board.”

4. How much do institutions need to invest in faculty development aimed at making hybrid learning outstanding? Hybrid learning requires rethinking traditional course design and teaching methods to integrate online and in-person components effectively —hybrid is not business as usual with some online presence. Faculty need guidance and support to adapt their pedagogical approaches for the hybrid format and need to know more about design and design justice.

5. How can hybrid programs maintain higher retention and completion rates compared to fully online or in-person programs? Some hybrid programs have higher retention and completion rates than face-to-face-only courses in the same program, possibly due to the additional support provided in the hybrid format. How can all hybrid programs be designed to increase student engagement, satisfaction, retention and completion?

6. What is the optimal blend of in-person and online components in hybrid programs to maximize learning outcomes while maintaining flexibility? Although hybrid learning has many benefits, programs with in-person components condensed into short timeframes may leave students feeling exhausted or overwhelmed by the amount of content covered. Research is needed to establish, for each discipline, the right mix of online and in-class instruction.

7. How can hybrid programs foster social connectedness and engagement among students and faculty in both online and in-person settings? In-person interactions in hybrid programs can facilitate social connectedness and engagement with the content, program and institution that may be harder to replicate in fully online settings. A systematic effort is needed in both the online and face-to-face components to foster a sense of community.

8. What technology infrastructure and support systems are necessary to ensure smooth delivery of hybrid programs, and how can institutions fund these? Institutions may require additional staffing and funding to coordinate the technology and logistics of hybrid programs, beyond what is needed for fully in-person or online programs. It is already clear that technology-enabled learning comes with infrastructure, support and replacement costs.

9. How can educators and institutions assess the effectiveness of hybrid learning and gather data to drive continuous improvement? As hybrid learning is increasingly adopted post-pandemic, more research is needed to fully understand its dynamics and effects, particularly in the context of the resources, people and financial implications of technology-enabled learning.

10. How can we leverage the power of AI to better design the hybrid learning experience? AI tools that help us engage in creative design, make the creation of video and simulation easier and enable chatbots could be a real game changer in making hybrid learning more attractive and effective. Developing these tools could boost the growth of hybrid learning.

As more and more courses become hybrid, expertise will grow and develop. There is a need to share best practices and insights so that all can benefit from experience.

Let’s collectively continue to work and progress toward hybrid learning in which:

• Hybrid learning becomes the norm for how we experience courses and programs of study in colleges, universities and Indigenous institutes
• Hybrid learning is seen by both students and faculty as a more effective way to develop engaged learning and support the development of knowledge, skills and capabilities
• Hybrid learning makes best use of available technologies (including AI) to create powerful, memorable learning

Let’s continue to reflect on our current model and consider ways to adapt or change some of the key elements to more successfully leverage hybrid learning.

Critical reflection on how hybrid learning is working is always helpful — it will enable continuous improvement. We also need systematic research into the effectiveness and efficiency of hybrid learning. Some studies do exist[iv], but is time for a meta-analysis of this research.

It’s a challenging time, but we are up to it.

As we saw during the pandemic, colleges and universities are exploring the interface between online, face-to-face and self-directed learning. They are also experimenting with AI for teaching, learning and assessment. As these developments converge, many innovations are emerging. Sharing these will be vital for the next stages of development of hybrid learning.

Notes