The Effectiveness of Hybrid Solutions in Higher Education: A Call for Hybrid-Teaching Instructional Design
Educational Technology Volume 54, Number 5, ISSN 0013-1962
In order to design learning solutions that effectively embed face-to-face and online dimensions, it is crucial to identify the key components underpinning hybrid solutions. Furthermore, once these components have been identified, there is the need to clarify how to recombine them to meet a specific learning objective. This article aims to highlight the role of network and mobile technologies (NMT) in enhancing the particular characteristics of hybrid solutions (HS) with a view to (a) potentiating/ enriching the teaching/learning processes, and (b) exploiting the varied opportunities it offers for their observability, and hence for their monitoring addressed to formative and summative assessment. The article emphasizes how this potential can only be captured by solidly integrating the process of teaching/learning design with that of monitoring and assessment. After a brief overview of hybrid solutions in higher education, a possible breakdown of HS into its key dimensions (onsite/online/individual/collaborative learning) is proposed. The aim is to understand how the characteristics of those dimensions can be used to enrich/potentiate both the teaching/learning and the assessment processes. The role of NMT in supporting and fully exploiting the special features of HS is explored using concrete examples. The article then addresses the question of how to combine and/or use singly the various components of HS, providing guidelines for applying the HS dimensions to the specific goals of the teaching path and to the activities which are functional to the achievement of learning goals. To conclude, the emerging contexts and evolutionary models of Massive Open Online Courses (MOOCs) are discussed as an example in line with the proposed HS model.
Trentin, G. & Bocconi, S. (2014). The Effectiveness of Hybrid Solutions in Higher Education: A Call for Hybrid-Teaching Instructional Design. Educational Technology, 54(5), 12-21.