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While in-person classes remain the primary mode of teaching at UTS, there are times when we need to provide flexible options for students who can’t make it to campus. Hybrid learning and teaching is one approach to this need.
Before you start, note that hybrid classes can be complex to deliver, with multiple ways to interact in-person and online. If you need to teach a class in hybrid mode, you may have to adapt some of your familiar teaching methods and think differently about your approach.
Quickly prepare for a hybrid class
Preparation is key when it comes to hybrid teaching. Start by asking yourself three questions when planning for a hybrid class:
- What activities will we do in class?
What are the learning outcomes of this class, and how will we work towards these? How will I ensure both on-campus and online students can participate in these activities? - What spaces, software and tools will we work with?
What technologies will I use in this class? Do I need to rehearse with these technologies, or give tutors and students guidance on these before class? - How will we engage with and support each other?
How will students feel included? How do I want students to communicate with each other and ask questions?
More approaches to hybrid teaching
If you enjoy teaching in a hybrid mode, you might like to develop your practice to include more hybrid learning and teaching experiences. Here are some suggested entry points for those wanting to extend their hybrid practices.
Activity-Centred Analysis and Design (ACAD) for hybrid teaching
One approach to planning hybrid learning experiences is to think of a class having three dimensions: ‘set design’ (the spaces and resources we use), ‘epistemic design’ (how we structure and pace tasks), and ‘social design’ (how we group students and ask them to interact) (Goodyear, 2021).
This approach can help you see a hybrid experience from a birds-eye perspective, and avoid the common trap of focussing too much on the technology. There are actually multiple aspects we need to think about when designing hybrid learning experiences.
Hybrid learning patterns and dimensions
Other educators focus on learning patterns and dimensions when designing a hybrid learning experience. They see the potential for hybrid teaching to cut across and upheave traditional dichotomies like online/ offline, synchronous/ asynchronous, formal/ informal and teacher/ student (Köppe et al, 2017). Models of ‘hyper-hybridity’ also help to conceptualise the complex intra-actions between students and teachers that occur across digital platforms and physical spaces during hybrid experiences (Nørgard & Hilli, 2022).
If you enjoy thinking about the complexities of designing tasks and interactions, you might use these approaches to design learning experiences that go beyond one point in space and time.
Hybrid teaching competency frameworks
With so many moving parts, teaching a hybrid class can require a high level of technological and pedagogical skill. Gammens et al (2022) have developed a framework of teacher competences required for hybrid teaching, including instructional, technical, social, managerial, and communicational skills.
Use frameworks like these to identify which of your own skills you’re most confident in, and where you need to seek out support or professional development.
References:
- Grammens, M., Voet, M., Vanderlinde, R., Declercq, L., & De Wever, B. (2022). A systematic review of teacher roles and competences for teaching synchronously online through videoconferencing technology. Educational Research Review, 100461.
- Goodyear, P. (2021, August 13). ACAD: Activity-Centred Analysis and Design. Peter Goodyear. ACAD: Activity-Centred Analysis and Design
- Köppe, C., Nørgård, R. T., & Pedersen, A. Y. (2017, March). Towards a pattern language for hybrid education. In Proceedings of the VikingPLoP 2017 Conference on Pattern Languages of Program (pp. 1-17).
- Nørgård, R. T., & Hilli, C. (2022). Hyper-hybrid learning spaces in higher education. In Hybrid learning spaces (pp. 25-41). Springer.