Hybrid Learning Guide for Faculty

Filling in pandemic-era gaps in research on hybrid learning models, James Rutherford (2023) synthesized research conducted prior to the COVID-19 pandemic, his own professional experience, and the views of other educators to create a list of six key principles for creating hybrid learning spaces:

1. Inclusivity - This is a principle that "break[s] down barriers that separate remote and in-person students." Educators need to be aware to ensure all the learners are heard, can share content, and have equitable access to participate.
2. Approach and Planning - "The physical environment can provide cues and specify preparation by incorporating supportive learning spaces and inclusive technologies and by reinforcing the institutional plans and effective communication." This includes high-speed connectivity, videoconferencing tools with interactive benefits, capturing visualizers and whiteboards, and remote access to software and learning materials.
3. Social Connections. Making connections with others" bring[s] people, technology, and place together to facilitate learning."
4. Sensitivity to Presence Inequality. On-line and in-person students must be able to contribute equally.
5. Flexibility. Learning spaces must be able to "adapt to different modes of teaching and learning." This includes flexible seating arrangements in classrooms and movable furniture.
6. Engagement. When designing hybrid learning, engagement is the key to helping students learn. (There are several suggestions provided later on in this module for designing engagement in hybrid courses.)

Reference: Rutherford, J. (2023, August 16). The design of hybrid teaching environments: 10 questions answered. EDUCASE review. https://er.educause.edu/articles/2023/8/the-design-of-hybrid-teaching-environments-10-questions-answered

Read more about getting started with Hybrid Learning with this introduction from the University of DuPage: