Two academic session i.e 2019-20 and 2020-21 were the worst years for students as social setting for learning and physical interactions with peers was missing. Though most of the academic institutions were quick to adopt online learning model but the learner was isolated from his peers. Some platforms were developed which provided online interaction but the impact of these were limited as isolation kept learners in subdued form.
However, after Covid many institutions are finding Hybrid model of teaching learning more effective as this provides ample opportunity for adoption of various modes assessments and testing as well as students can interact with instructor individually as sometimes learner is hesitant in normal setting.
How my colleagues in academic institutions are thinking about this hybrid model evolution?
Hi Om, you are addressing a topic that is both complex and controversial.
The pandemic-driven normality and normativity - including that surrounding digital-supported learning in schools and universities - must be placed in a broader context. The excessive COVID-19 crisis sends out a variety of narratives with sometimes contradictory demands for reaction and/ or action to those responsible, active and affected in politics and administration, education and science.
Taken as a whole: Do we really have success stories to report when it is said that the pandemic has 'digitized' almost all fields of everyday life and all areas of society in a very short time? Whatever that may mean! Or is it rather a technologically and economically truncated assertion? In the context of education and science, we do not even have to insist on the much-cited "primacy of the pedagogical" in order to be aware that highly problematic educational practices and routines have been established in the form of ad hoc 'online teaching', 'distance learning' and/ or 'hybrid teaching'. Recent empirical studies give rise to fears of negative developments and manifestations.
Central to education in all phases is the reflection-based approach to knowledge and competencies to be developed, which should result in the guiding principle of the reflective practitioner. With regard to educational institutions of the industrial society, the deep structures of school and teaching of the network society, concerning social practices and forms of knowledge, temporal rhythmization and spatial design, are changed. But in many places, structurally conservative mental models of knowledge transfer and knowledge acquisition or habitualized modes of pedagogical-didactic instruction in the spirit of tradition still prevail. Thus, the use of digital tools in teaching and learning often hardly gets beyond a basic instrumental-instructional understanding, instead of realizing education "in the digital medium" due to new cultural techniques and organizational principles.
The more and more urgent debate about these - systemically reflecting - conservativistic deep structures of education and science falls further behind due to the circulating 'success stories' about 'digitalization' and 'digitality' of school and university mediation and appropriation processes. With these background beliefs and habitualizations, which are firmly inscribed in all of us, we will hardly make any progress on the way to a digital educational culture and educational media culture.
In general, it would depend on the academic leaders attitude and aim. More commercialization of education institutions will influence more digitalization of teaching and learning activities, as ICT plays enabling role for minimaizing costs on operations, resources and infrastructures. However, we might witness increase practice of hybrid / blended teaching and learning after Covid, to some extent compare to same practice before Covid.
Covid- 19 has brought a revolutionary change in he whole education system world wide. It made us realise the need of hybrid learning which lays emphasis on blending the regular classroom mode of teaching with technology enabled mode of teaching and learning. Now this hybrid system of education is accepted as the new normal and we need to adopt and equip ourselves with all the skills of this system.
Thank you Prof. Om Prakash Chhangani for this interesting question. Yes, the future is hybrid since technology plays a vital role in advancing teaching and learning. More on below links;
https://files.eric.ed.gov/fulltext/ED611486.pdf
https://files.eric.ed.gov/fulltext/EJ1069891.pdf
Conference Paper HYBRID LEARNING IN HIGHER EDUCATION
Dear Om Prakash Chhangani . This depends on the situation:
1. If Covid-19 disappears completely, then no need for hybrid leaning. The learning will be face-to-face as before Covid.
2. If Covid-19 is still present, then the solution is the hybrid learning.
Anything hybrid usually doesn't work, as it absorbs the worst of the two (or more worlds) that it clumsily tries to associate.
hybrid is not good for teaching now because theacher can't focus both face-to-face and online too or hybrit' other handicap. I think firstly we should use to hybrit. If hybrit will be necessery for the future education we should consider how we can make the hybrid lesson better. We think what kind of learning environment should we create in the hybrid system?
Hybrid education will never be effective as it carries away normal interaction between people, energy flows, eye to eye contact. Moreover, the zone of proximal development , the term introduced by L. S. Vygotsky, will not be achieved. According to this theory any disciple is intellectualy developing when he or she sees and learns with the help of a teacher with a higher skill set. In hybrid learning a student is partly deprived of such a teacher.
Dear Om Prakash Chhangani, thank you for a stimulating question.
I think the future of hybrid delivery depends upon three factors:
1. The impact that Covid has on student attendance and the general acceptance of academic institutions to implement appropriate support mechanisms to sustain student learning and engagement.
2. Student attainment levels compared with pre-Covid attainment levels, along with student satisfaction levels measuring approval of hybrid learning.
3. The ability of academic institutions to develop and engage with leading edge hybrid delivery and teaching modes. There is likely to be a significant resource implication in providing this, both in developing staff skills and ensuring equity of access to students.
My personal view is that this final point is most likely to be the main driver in developing hybrid delivery. We should remember that academic institutions have been set up (often for hundreds of years) to facilitate on-site, class based and 1:1 delivery. Moving away from this will change both the cost dynamics and the culture and within institutions. At this stage I am not sure there has been sufficient emphasis on the culture change that will occur, for both students and academic institutions.
Totally agree with the last part. Sometimes students do not interact in a normal environment due to personal factors. I also believe in a hybrid environment for learning. However, I throw my question. Is this an opportunity to give options to shift the educational system? (Prussian system).
Yes, Dear Prakash C good question for after this pandemic , but hybrid education will never be effectiv to compare wtih normal circumtances
Hybrid learning and online learning can be very effective methods for obtaining an education. Many of the schools that shifted to online delivery during the pandemic were unprepared for the change, as were their students. With greater preparation, targeted instructional design, and increased experience with virtual learning, online instruction and learning will become more effective. The virtual model also increases accessibility for students with families, jobs, and other obligations that can prevent participation in a solely in-person educational model.
We had begun a very gradual introduction to online teaching pre Covid......a gradual face to face is now happening however, I do hope some aspects of the virtual mode remains given the advancing technological world we live in.
Agree with Om Prakash Chhangani Christel Hunter Eka Nugraha Soeratin
Pandemic is rarest situation! It will not run for ever. Face to face learning has great influence among learners. We may take any technology of teaching-learning as an assistance or to make it more tasty. No technology is durable/sustainable. In this colourful age, still teachers use chalk and blackboard more. Our ultimate goal is development of 3 Hs. If we will depend more on technology, we will loss our own capacity. Online/blended/flipped/hybrid learning may be be helpful for our teaching-learning process. We may use it as an assisting tool but not a living exemplary and influential means.
Dear Prof. Om Prakash Chhangani,
Though there are limitations to and disadvantages of Hybrid learning model, I believe it has already proved its effectiveness also.
I also think that this new system of learning will continue forever with face-to-face learning and it will not stop even when COVID-19 will disappear completely. Hybrid learning model in teaching learning is really a reality after Covid-19.
Whether we like it or not, the informatization of society and the development of virtual technologies in the future will be able to meet the need for education at the appropriate level. As practice shows at our university, the hybrid model provides an opportunity to receive education not only during the Covid-19 pandemic but also during the war. The only obstacle to using a hybrid model is the lack of fiber-optic or mobile Internet, as bomb shelters are not equipped for this.
Time has proved now the necessity of implementing eLearning into curriculum. This is, perhaps, one of the rare ironic blessings of the Pandemic.
Much work, though, still needs to be done on accomidating for the basic infrastructure the process requires especially in the various regions within our world who found themselves in a fortnight forced to implement it.
Given the current circumstances, both students and teachers across schools have adapted to the remote learning norms. There are both positives and negatives to it. While everyone remains under pressure with online teaching and learning and struggles to manage multiple digital platforms, there is an upside. Remote learning has opened a plethora of opportunities for everyone.
Why Hybrid Learning is a better solution post-COVID-19? | by Myelin | Age of Awareness | Medium
During Covid Pandemic, Hybrid learning had very importance. Now major seminars are organized through online. At present classroom teaching is going on smoothly in traditional means. Some extent blended learning is applied in our university. Use of hybrid learning is rare to observe. Though it is a fine means of teaching-learning, it depends on situation, infrastructure, expertise, finance and will to implement.
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