We’re now living in the digital age where technologies mediate a larger share of our interactions with each other and the world around us. With more and more digital tools becoming ever-more prevalent, the classroom isn’t an exception to this trend.
Today, we have not only online-only classes but also a growing number of hybrid courses or blended learning course that incorporate both online and in-person instructions. For example, you might find some instructors that heavily depend on in-person instructions with online learning activities while others might provide video lectures to be reviewed during online sessions.
However, there’s no one-size-fits-all approach to hybrid teaching and learning, but there are some best practices. But regardless of how the course is designed, there are some habits hybrid instructors need to quit right now.
Video lectures are a great tool to provide in-depth instructions. What’s more, students love video lectures as they can pause, rewind, and learn at their own pace.
However, while it might be tempting to use video lectures in a classroom, this is a habit that hybrid instructors need to quit immediately. This is because while informative videos can be a highly effective teaching and learning tool, students in classrooms are better served engaging and interacting with faculty and each other.
Sometimes hybrid instructors have a tendency to cover too much material during a single session. These might include multiple activities both online and offline that can result in a workload that adds up to one and a half sessions.
At this juncture, it’s important for hybrid instructors to understand that online activities can take students and instructors longer than expected to complete. This is because everyone might not be engaging in the online activities at the same time. Furthermore, students might also engage in online activities at their own individual pace.
Sometimes instructors tend to have too many online sessions for a hybrid class. As a rule, hybrid instructors should define their expectations clearly and select appropriate asynchronous online activities and assignments.
As the course is hybrid, it’s important that faculty find a good balance between both online and offline instructions to derive the maximum benefit of both these teaching and learning models.
At the other end of the spectrum, research suggests that there is also a tendency for hybrid instructors to keep the online component of the class relatively superficial. However, this approach has the potential to create a situation where students only do the minimum work for the online component as opposed to the face-to-face interactions.
This happens often when the faculty is used to being an active presence in the classroom and face challenges adapting to a hybrid approach. But it’s important to embrace a digital teaching and learning model as there is a huge advantage in leveraging tools that promote active learning and social collaboration (while supporting the whole experience with actionable insights).
With highly interactive and insight-driven digital social learning tools like T2K Echo, instructors can easily and effectively deliver results in a hybrid learning environment. What’s more, as students utilize multiple devices to access course material and activities, engaging and learning can quickly become a seamless experience across platforms.
As a result, the key here is to keep the class “hybrid.” Furthermore, it’s important to leverage cutting-edge digital learning technology while finding the right combination with in-class instruction to deliver an enhanced learning experience for students in the digital age.