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Drriel: Created page with "'''Hybrid and blended learning''' is where an educational product or experience uses both face-to-face and online/distance learning interactions to a substantial degree to take advantage of the unique capabilities of each. == Definition== '''Hybrid''' or '''blended learning''' is the purposeful mixing of Setting of the learning ex..."

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Created page with "'''Hybrid and blended learning''' is where an educational product or experience uses both face-to-face and online/distance learning interactions to a substantial degree to take advantage of the unique capabilities of each. == Definition== '''Hybrid''' or '''blended learning''' is the purposeful mixing of Setting of the learning ex..."

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'''Hybrid and blended learning''' is where an educational [[Educational product|product]] or [[Learning experience|experience]] uses both [[Face-to-face learning|face-to-face]] and [[Online and distance learning|online/distance]] [[Interactions and activities|learning interactions]] to a substantial degree to take advantage of the unique capabilities of each.

== Definition==
'''Hybrid''' or '''blended learning''' is the purposeful mixing of [[Setting of the learning experience|the setting]] of a [[learning environment]], specifically to include both (1) [[Face-to-face learning|face-to-face learning interactions]] that occur within the same physical space (such as in a classroom) with (2) [[Online and distance learning|online or distance learning]] virtual interactions that occur on the web alone and are [[Device (EdTech)|digitally mediated]]. In a hybrid or blended approach, both [[Setting of the learning experience|settings]] are substantially prominent and participation in both is required to complete the learning exercise.

The differences between the terms ''hybrid'' and ''blended'' are not very well defined and are usually the personal choice of the designer on which one to use. Hybrid and blended can be regarded as synonymous with each other.

==Additional Information==
The hybrid [[learning environment]] mixes or ''blends'' the two settings of [[Face-to-face learning|physical]] and [[Online and distance learning|online]] space of ''where'' interactions occur to take advantage of what each setting has to uniquely offer. It directly considers both modes as [[Setting of the learning experience|key settings]] for [[Interactions and activities|learning activities]] to occur with the product. It is well known that certain types of activities can be enabled and better performed in online or digital spaces which are difficult to achieve in face-to-face settings. When participating in online spaces, some learners may be more encouraged or enabled to participate when activities are conducted on a more [[Asynchronous interaction|asynchronous]] or distanced basis

Hybrid or blended envrionment typically requires a person to do more in the online space than just read texts or find and use media. Otherwise, the online space is just a repository of information, not much different from a textbook or other medium used in the physical space. Instead, some kind of substantive interactive element should be present in an online learning environment to qualify it to be a hybrid or blended environment. Specifically, the dedicated online space in a hybrid context, in combination with the face-to-face learning activities, should require participants to interact with other people, have conversations, make things, use software, play games, receive feedback, or otherwise do [[Interactions and activities|activities]] that are not just simply consuming media.

===== Benefits of a dual-setting blended/hybrid approach =====
The benefits of extending educational activities from a physical space to an online one simultaneously are numerous.

* '''Improve physical meeting limitations.''' Sometimes people can only meet occasionally in a physical space, but interactions and collaboration continue online with alternate activities to those in the physical space or classroom. Designers consider a blended approach if they would like to expand the [[Participation|engagement of participants]] and [[Duration of learning experience (scope)|duration]] of the learning experience if physical meeting is limited due to schedule conflicts and distance.
* '''Extend learning duration'''. An online setting can extend the [[Duration of learning experience (scope)|overall time for learning]] by encouraging participation in both a physical and online space. However, designers should be aware of the complexity of the learning situation by introducing additional learning duration and ensure that the amount of work and activity required of participants does not go past the [[Project scope|scope]] for the [[learning experience]].
* '''Additional experiences.''' By using digital technologies in online spaces, learners can extend physical learning in ways that may not be solely possible with physical spaces alone. Unique virtual learning experiences include the use of [[augmented reality]] or [[virtual reality]], or interacting in online spaces such as multiplayer [[Videogame|videogames]], virtual worlds, and [[Simulation|digital simulations]]. Additionally, with online editing spaces (such as Google Docs), learners can collaborate and create items together simultaneously, such as documents, media, and other publications.

===== Differences from the "flipped classroom" approach. =====
The hybrid and blended learning concept is similar to the concept of the '''flipped classroom''', in which a teacher's [[Teacher-centered learning|lectures]] and other media that are used in the class are pre-recorded and accessed in an online space before a face-to-face session so that the physical space class time can be instead spent on other activities instead of lecture or media use. However, flipped classroom approaches mostly emphasize the use of media in online spaces and not other more active learning interactions in comparison to blended/hybrid learning.

==Tips and Tricks==

* If you are considering a blended or hybrid approach, consider the types of [[Interactions and activities|activities]] that '''each [[Setting of the learning experience|setting]]''' will enable. What kinds of things will participants have to do in each setting to use the product and actively engage with the product? Clearly defining what activities will be done in each setting and remaining clear on this will help participants better understand their role, what is expected of participants, and how the two settings are used simultaneously.
* Try to ensure that the online and face-to-face settings do not simply try to copy or mirror each other. Consider the unique activities that each setting can provide if you require interaction in both. By simply trying to mirror a physical, face-to-face classroom in an online setting, it may create redundancies and frustrations for some learners who see the activity as unnecessary or busy work. Instead, think of how you can increase engagement by providing unique activities in both spaces.
* Consider whether the online setting is only delivering information or media to learners. If it is not offering active and engaging interactions, then it is likely just a "digital textbook" or collection of media. Ask yourself what activities ''other'' than media consumption, reading, or video watching are performed in the online space. If an online space only stores media and information, it is more likely that it is a '''flipped classroom''' or '''repository''', and not a '''hybrid or blended learning setting.'''

==Related Concepts ==

* [[Interactions and activities]]
* [[Face-to-face learning]]
* [[Setting of the learning experience]]

==Examples ==

None yet - check back soon!

==External Resources==

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