May 2007 — News

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Hybrid Learning: Challenges for Teachers

by Ruth Reynard

  • Varied inputs for content construction. To maximize a dynamic framework for learning using Internet tools, content should not be presented only one way. That is, the use of Internet tools allows for content to not only be delivered, but to be engaged with by learners through discussion, dialog, and personal research. Content can be provided through hyperlinks to text, multimedia resources, online discussions, chats, personal blogs, wikis, etc. Throughout the process of exchange, content is worked on and applied by the learner. The more varied the inputs, the more likely that students will engage with content more effectively.
  • Relevant learning scaffolds (including instructor intervention, collaborative knowledge building, and meaningful, self-directed research). Research into online or distance learning shows consistently that students look for teacher intervention more directly in an online environment than in a face to face environment (Moore,1993; Reynard 2003). That is, when learning is self-directed, students know exactly when they need the instructor and why. Additionally, students will look for relevant learning supports as part of their learning process. Hyperlink technology can of course provide much in way of online support and resource; however, teacher intervention should always be in a timely manner and directly addressing the questions or queries of the students. Additionally, projects or assignments that promote students working together on the construction of new ideas for knowledge building create immediacy to the learning and a continual connection with their peers throughout the process.
  • Heightened interaction (with self, with instructor, with other students, and with content). As already discussed, an effective and dynamic learning environment should provide heightened interaction for the learner. The synchronicity of an online environment allows for flexibility for the learner but also an open connection to the learning at all times. Synchronous connections provide an immediate connection that promotes a sense of community for the learners. Throughout my eight years of teaching hybrid, I found the synchronous chat session one of the most dynamic interactions with students. The chat session would run for one hour and thirty minutes with a specific discussion topic and using a chat technology that provide electronic whiteboard as well as text. I would lead the sessions or have a student group leader lead. The class was divided into smaller groups and would be asked to read certain readings or research certain topics before the discussion. While anxiety was usually present with students prior to the chat, once these were experienced, students found them to be really helpful. I found, as an instructor, that these sessions helped me "hear" each student; sometimes students can remain quiet in a class setting yet will become quite verbal online. I also found that when the discussion was extremely directed and in the online chat, we covered more topic area than in a typical class discussion that would typically have more people and more distractions. In fact, it was quite usual following a chat session for students to feel "exhausted" because they had focused intensely for that period of time.