As we continue to make guesses as to what education will look like in the fall, it’s looking more and more likely that hybrid learning will be a big part of it. Despite calls from some of our nation’s top leaders to return to schools as coronavirus cases continue to climb, it doesn’t seem like a risk that everyone is willing to take. Thinking solely about educators, administrators, support staff, and bus drivers who may be compromised to communicable diseases, there stands a very good chance that many of them would not be comfortable with this risk. And, that’s not even mentioning the thousands of kids who live with family members who are also vulnerable. So, while full distance learning may not happen for everyone, it’s probably going to happen at least some of the time and, as we prepare for what’s next, getting ready for the implementation of a hybrid learning model seems like a smart move.
What Is Hybrid Learning?
Since it’s been widely talked about over the last few weeks in particular, you probably have a pretty good idea of what hybrid learning is. If not, don’t worry. We’re going to go deeper into some of the details. Basically, as its name suggests, hybrid learning experiences make use of both face-to-face and remote instruction—often split up in a consistent way. Getting into a rhythm and knowing when learning will take place online as opposed to in the classroom helps teachers and students create a more cohesive learning experience that’s a realistically viable alternative for full in-person instruction. Ideally, hybrid learning would be designed to split classroom and remote learning right down the middle, but school leaders in some places are also preparing for the possibility that this could be more like 60-40 or 75-25 depending on health factors. When implemented successfully, the two modes of teaching complement each other and provide the opportunity for this approach to actually work well.
For hybrid learning to be successful, a lot of planning has to take place. Educators need to consider many different factors, including their own strengths and weaknesses as well as those of their students. Strengths and weaknesses should be a pretty large focus when it comes to the remote part of hybrid learning in particular. Ideally, students will spend at least half the time in the classroom, giving them a more normalized learning experience. When then going on to discuss some of the same things or complete assignments on topics they discussed in the classroom, it could potentially create a connection and make the remote aspect of hybrid learning feel a bit more traditional. Some educators, including those in higher education, actually advocate for hybrid learning as many students tend to prefer this way of learning and often achieve greater learning outcomes than with in-person or remote learning alone.
Hybrid learning provides for a good deal of flexibility both in terms of how instructional time is used and how lessons are taught. Students can interact with materials in different ways as well and demonstrate what they know in whatever way works best for them. In the online portion of hybrid learning, students who prefer to learn in this way can often excel when it comes to independent exploration, unique forms of collaboration, mastery-based learning, and even building greater tech literacy. They can watch videos or read articles that help reinforce what they’ve been discussing and they can do so in a time and place that is most comfortable for them. Hybrid learning also gives them more time to complete work if they need it and students can even become more comfortable speaking up in a virtual setting as opposed to in a class full of other kids. So, while it does take some planning, hybrid learning actually has a lot to offer!
Hybrid Learning Elements to Consider
Though it might not be perfect, hybrid learning might be the reality for students in a number of school systems this upcoming year. Here are key points—some that might seem fairly obvious, but still important—for educators who are asked to teach in this way. The first is that time should always be used wisely. It will take time for teachers to develop lesson plans, plan assessments, and provide feedback for students. This means they will have less time once the school day is done and they need to make the most out of class time, especially face-to-face time. It might wind up being critically important for some teachers and students to make the absolute most out of face-to-face time and leave remote learning time for other, supplemental activities. This, of course, will be on a case-by-case basis, but teachers should be aware that it could happen.
In a successful hybrid model, typical classroom tasks that can be done remotely, like watching videos, reading texts, and taking notes are often best left for remote learning. For this reason, teachers may want to focus their in-person instruction on more deeply exploring, analyzing, and deconstructing what is talked about virtually. This can be a great way to supplement remote content and check to make sure students have a clear understanding as well as giving them time to ask any questions. In this face-to-face time, the collaboration aspect can prove invaluable as it helps both teachers and students develop new ideas and address points they might not have given thought to on their own. It’s similar to a flipped classroom model in which students consume content on their own and then take part in some more enriched discussions once they’re all together in the classroom.
With that being said, the in-person portion of hybrid classes should remain plenty active. Students are able to review reading materials and watch videos at home (in most cases), so they want to get the most value out of their time in the classroom—especially if any of them may feel it’s a risk to their health being there. Teachers need to consider what students can do on their own versus what’s better off done in groups so that they can decide how to split the tasks up between in-person and home learning time. In either physical location, educators also need to make sure they dedicate enough time to new concepts or topics when introducing them and always check for understanding. Asking students if they have any questions—especially when new material is introduced—is going to be key to making this all work.
The Student Experience in Hybrid Learning
If asked to deliver instruction in a hybrid format, teachers will have a ton on their plates already, but one other element they’ll have to consider is the student experience. Educators will want their remote and in-person instruction to flow with as much synchronization as possible and, to do this, the experiences that students have is an important factor. Especially when learning remotely, material needs to be engaging for students and they’ll benefit from it being presented to them in innovative and interactive ways. And, this engagement is very important when it comes to keeping them motivated to learn outside of the classroom. Simply assigning students to read an article at home and prepare to discuss it in the classroom, for example, isn’t going to motivate a lot of them to truly apply themselves to this assignment because there’s no real excitement factor. There are, however, strategies that can make it exciting.
The first thing teachers can do to better engage their students is create curiosity and the desire for students to want to know about this content. Creating authentic and relevant projects can help pull students in whether they’re learning online or offline, which helps students truly buy in to their learning wherever it’s occurring. Plus, collaborative work can still be done remotely—especially if students are all present at the same virtual meeting (Zoom, Google Meet, etc.). Many of these platforms offer the option to record meetings, which could be beneficial for students. Having the ability to rewatch lessons later on can help them better absorb material and be a valuable asset in collaborative, small-group projects. Finally, setting clear learning goals at the beginning of every lesson, every day, or every week students are engaged in distance learning can really help them drive towards achieving something meaningful.
Students also benefit from differentiated instruction when learning remotely. When monitoring student progress and achievements, teachers can, if they choose, give students the option to skip certain steps or assignments if they have already demonstrated mastery. This helps keep them from getting bored as well as helps them recognize they’ve done well. On the other hand, teachers can encourage other students to try extra work to make sure they catch up if necessary. The experience each student has will likely be different and, since a new school year is starting, teachers will likely have all new students that they’re trying to get to know on the fly. Learning about their home situation (laptop availability, Internet connectivity, etc.) is important and could also provide some valuable info for teachers to differentiate.
Differences Between Blended and Hybrid Learning
Even before the coronavirus pandemic forced school leaders around the world to close their doors, some of them had also been involved in helping to create blended learning experiences for the students they serve. Blended learning has been an educational technique for quite a while now and has really become a big part of the learning experience for some students, including the entire learning experience for a handful. Online courses are, of course, a lot more prevalent at the college level, but a blended approach has been used (and used successfully) in K-12 classes, too. Blended learning is not exactly the same thing as hybrid learning since hybrid learning is typically expected to lead to a 50-50 split between class and home learning. That’s not the goal in blended learning environments as educators seek to help students move past the way that instruction was delivered before technology made much more possible.
In the past, learning was largely the same for every student—sitting in class, listening to a teacher, taking notes, taking a test, and receiving a grade. Those for whom this process worked well often received good grades and were satisfied. Those for whom it didn’t work so well for, however, often fell behind academically. Now, as personalization and technology each continue to play an increasing role in the education process, educational leaders are more aware than ever that a lifelong exposure to technology is changing how today’s students learn and develop—and how they want to learn. They’ve grown up with technology and want information presented to them in an engaging and concise way—not drawn out over the course of a long lecture. And, though blended learning can also be effective under normal circumstances, it can help educators now that they’re facing remote learning challenges as well.
Though blended learning and what we’ve come to learn about hybrid learning may seem very similar, there are differences. In blended learning, the intent is to combine in-person and online learning, whereas in hybrid learning, the outcome will be a combination of in-person learning and distance learning. What we’re getting at is students might not necessarily be connected to the Internet for the entirety (or any) of their remote education experiences under a hybrid model. With a hybrid model, it’s more about finding the right mixture and helping kids stay on track while they’re out of the classroom. In other words, hybrid learning experiences don’t require as much of a focus on using technology as a full blended learning experience would, but, as this becomes a likely option for many students, they may be forced to connect with teachers and classmates virtually for at least part of their home learning time.
Planning for Hybrid Classes, Instruction, and Activities
Planning is a huge element needed for success when it comes to hybrid learning—perhaps even more so than in traditional teaching and learning environments. This starts with ensuring that online assignments are a good fit for online learning and in-person assignments are good for the classroom. Getting every experience to seem like a natural fit for the medium it’s ultimately delivered in takes some planning and intent. When it comes to lesson planning, the easiest route for teachers to take is simply adapting existing, in-person lessons to a way that will work in hybrid teaching whenever it is possible to do so. Setting clear goals like determining what academic concepts you want students to know, developing relevant online activities, integrating face-to-face and online experiences, deciding what daily schedules will look like, and more all go into the planning.
When it comes to structuring class time and activities, planning ahead can be very beneficial as well. Since there is a good amount of flexibility in hybrid learning, how teachers choose to approach it will likely vary quite a bit. For example, different class periods don’t necessarily have to start and end at a certain time and can start and end at different times from day to day or week to week. Also, if teachers notice that a majority of students are struggling with a topic in one subject, they can dedicate more time to ensuring it’s well understood before moving on to a new topic or a new subject. They can also set aside time for one-on-one conversations with students who need to do so, especially if they have siblings who may need to use a device at the same time.
Typically, a hybrid model will feature educators leading instruction in face-to-face sessions (like normal) and students completing online assignments that are based on their classroom activities. The lessons are often then posted in online forums so that students and teachers can discuss them together. Educators could also place video lectures or other video resources online for students to review on their own and then engage in a discussion during the normally scheduled class time. This fall, we are anticipating seeing in-class meetings take place for one week and then hybrid (online) learning taking place for one week (and continuing to alternate). Students can hopefully still work in small groups despite physical distance between them and educators may often wind up leading a final discussion or assessment in person. I guess we’ll have to wait and see how it works out.
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