Hybrid Teaching is where timetabled teaching is delivered where participants (tutors and/or students) are at the same time in the classroom and online. The hybrid model of teaching and learning uses both online and in-person options in a purposeful way. Not only does this model give increased flexibility, but it also gives students more ownership over their learning.
Many first encountered the hybrid model during the Covid-19 outbreak, however, there are many reasons why a student may not be able to come into the classroom. From personal commitments, travel issues, to health problems, hybrid delivery means that they do not need to miss out on their education.
Practicalities to consider for successful hybrid teaching
- To allow students to access the live session online, you will need to use Microsoft Teams
- Familiarise yourself with the classroom AV. A full list of available technology is published on the university help site: Classroom Equipment Instructions by Room
- What to see your online students whilst sharing your screen?
- You can join the Teams call on an additional device, such as your laptop or smartphone, and choose to view just the participants. Just remember to switch the mic and speakers off else you may hear feedback
- You can also use this function with your smartphone to set up a roaming camera to be able to show online users things in close-up
- Consider how you will promote engagement with the online students as well as the students present in the classroom
- If you are inviting students to break out into groups, consider setting up a Breakout room for those joining remotely
- Remember to check in on those accessing remotely as they may feel disconnected during the session, maybe schedule opportunities for them to contribute
Myths associated with hybrid learning and teaching
Scenario four: effective hybrid learning (2021) Available at: https://www.jisc.ac.uk/guides/digital-pedagogy-toolkit/scenario-four-effective-hybrid-learning
Apocryphal stories surround effective hybrid learning, which can often have an unhelpful impact on staff when approaching the topic. Here are a few that might surface in your conversations when discussing effective hybrid learning. The following myths are worth reflecting and we offer strategies that you can adopt to mitigate them.
Myth: delivering effective hybrid learning involves the latest digital technologies
The allure of shiny new technology is seductive. It’s tempting to think that if we adopt cutting-edge technologies then these things will automatically transform our practice. However, the issue is that using innovative technology doesn’t inevitably make us more innovative. It’s entirely possible to transform practice using the simplest of digital tools.
It’s often better to start with more tried and tested platforms that both staff and students already have a degree of familiarity with. Many staff may feel left behind and lack confidence with technology. It’s important to ensure staff have opportunities to share knowledge, practices and experiences with colleagues.
Myth: young people are “digital natives” and will just “get” how to be part of a learning community online
The critique of Prensky’s Native and Immigrants model is detailed but simply, a familiarity with certain types of technologies in certain contexts does not necessarily translate into using technology to support learning. Age is not the prime determiner.