Abstract:

Hybrid, or blended teaching and learning – where courses are delivered with both face-to-face (F2F) and online elements – is quickly becoming the new norm in Higher Education (HE). Research however, indicates a need to better understand the concerns and constraints in hybrid spaces, to mitigate institutional, and faculty frustrations. This paper describes a study that examined hybridity from the faculty perspective, at a large, polytechnic college in Ontario, Canada. Between March and June of 2014, data was collected through 65 online surveys (59% response rate) and 20 in-depth interviews with primarily full-time faculty. Pedagogical findings from this study include the need for increased institutional support for more collaborative, interactive, and student-centered models. Faculty expressed a basic lack of clarity around what hybrid learning consists of, suggesting that current professional development opportunities were not meeting their needs. Without curriculum specific or personalized support during the design process, faculty lack the necessary motivation to invest in hybrid courses – resoundingly identifying time constraints as an impediment to the successful implementation of hybrid teaching and learning. A more collaborative and supportive development process for hybridity in HE is essential to the design of a strong course, and the development of a strong staff.

Keywords:

Blended Learning, Hybrid Learning, Higher Education, Pedagogy, Professional Development.