About this paper

Appears in:
Pages: 4626-4632
Publication year: 2016
ISBN: 978-84-608-5617-7
ISSN: 2340-1079
doi: 10.21125/inted.2016.2157

Conference name: 10th International Technology, Education and Development Conference
Dates: 7-9 March, 2016
Location: Valencia, Spain

HYBRID LEARNING IN TODAY'S TECHNOLOGICALLY SAVVY WORLD

C. Weiss

Clemson University (UNITED STATES)
Hybrid learning is not a new concept to education. In fact, teachers have been participating in hybrid learning since the first time homework was sent home with a student. Traditionally though, the homework was meant to enforce concepts and have students learn a little more outside the class. The newer concept of hybrid learning takes the idea of learning outside of the classroom to an entire new level of possibility. Advances in technology now allow students to learn outside the classroom in a multi-faceted manner that can substantially help the in-class learning conducted in a traditional face-to-face manner.

Hybrid, or blended learning, focuses on the positives of learning inside the classroom as well as outside the classroom. This mixture of traditional and distance learning allows schools to revise their schedules of teaching and potentially expand offerings without increasing the number of classrooms, as many hybrid classes only meet half the time of a traditional classroom in a face-to-face manner. The other half is spent outside the classroom engaging in higher order problem solving activities that used to be reserved for traditional classroom instruction.

Administratively hybrid courses allow schools to teach more classes with fewer meetings per week. If a class traditionally met twice a week, a hybrid class would only meet once in the traditional sense. Hybrid courses also allow for students to have more flexibility in their schedule, and can produce higher student engagement.

Today’s generation of students are very engaged with technology so the concept of a hybrid-learning format that utilizes technology can be very appealing. Hybrid learning can take advantage of the existing technology to help students successfully learn a subject, and be engaged in the learning process.

This paper will provide a meta-analysis of the existing research on hybrid learning, as well as suggestions on how educators can take advantage of hybrid learning techniques. Both the positives and negatives will also be reviewed in regards to the effectiveness of a blended learning environment.
@InProceedings{WEISS2016HYB,
author = {Weiss, C.},
title = {HYBRID LEARNING IN TODAY'S TECHNOLOGICALLY SAVVY WORLD},
series = {10th International Technology, Education and Development Conference},
booktitle = {INTED2016 Proceedings},
isbn = {978-84-608-5617-7},
issn = {2340-1079},
doi = {10.21125/inted.2016.2157},
url = {http://dx.doi.org/10.21125/inted.2016.2157},
publisher = {IATED},
location = {Valencia, Spain},
month = {7-9 March, 2016},
year = {2016},
pages = {4626-4632}}
TY - CONF
AU - C. Weiss
TI - HYBRID LEARNING IN TODAY'S TECHNOLOGICALLY SAVVY WORLD
SN - 978-84-608-5617-7/2340-1079
DO - 10.21125/inted.2016.2157
PY - 2016
Y1 - 7-9 March, 2016
CI - Valencia, Spain
JO - 10th International Technology, Education and Development Conference
JA - INTED2016 Proceedings
SP - 4626
EP - 4632
ER -
C. Weiss (2016) HYBRID LEARNING IN TODAY'S TECHNOLOGICALLY SAVVY WORLD, INTED2016 Proceedings, pp. 4626-4632.
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