Delivering hybrid learning to enhance student learning and engagement
While business schools and higher education institutions have been using different types of online learning for many years, the Covid-19 pandemic triggered a massive uptake in the use of blended /hybrid learning. What have been the lessons for institutions in terms of integrating new learning methods?
03/30/2023
3 min
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Loïc PLÉ, Director of Teaching and Learning at IÉSEG, was recently invited to participate in an online panel discussion organized by the Times Higher Education in partnership with Class. The webinar, gathering experts from academia and industry, looked at how institutions in Europe and the EMEA regions were using hybrid learning to promote student retention and engagement.
Hybrid learning, in this context, refers to what used to be called (and still is called) blended learning, namely a complementary mix between online and in-class teaching. Loïc PLÉ stressed that one of the fundamentals for educators delivering hybrid learning is ensuring that it is effectively integrated into course design, delivery, and assessment. “It’s important to make sure that you know why you’ve put a certain aspect online and why this supports the class dimension of the course,” he explained.
One model used for example at IÉSEG is for students to carry out theoretical work online and then use ‘on campus’ class time for debate, discussion and practical applications on the topics. Students want flexibility, he noted, but they also want face-to-face contact with other students and with their professors.
Communication between students
Panelists also shared their experiences with regards the way students communicate in different online settings. Over and above social media, which are commonly used by most students, institutions often use a variety of online tools.
Loïc PLÉ stressed that it is important that any tools used should be clearly integrated into the course design and that should be easy for students to use: “Tools should also be inclusive – meaning they need to drive all students -whether they are online in class – to use them.”
The use of peer learning activities, within online communities can also be very powerful. “At IÉSEG we use a tool called ChallengeMe which allows students to give anonymous feedback to each other online and can be used both in a formative or summative way.” This gives students the opportunity to work together online but also to develop and improve the way they give feedback, especially in an online setting.
Training for new tools
Panelists underlined that institutions need to ensure both faculty and students receive training to effectively use many of the new tools used in digital learning and this should be supported by the University’s/School’s management.
“At IÉSEG we have implemented a digital pedagogy certificate (for faculty) that is supported by the CETI, our Center for Educational and Technological Innovation”, and which is part of a wider teaching certificate proposed.
At the same time, he said it was equally important to support students in the use of new learning tools. Where possible he suggested avoiding the multiplication of new tools, but rather identify a set of appropriate tools. This enabled students to become accustomed to these learning instruments even if they can be used in very different ways, depending on the needs of the course or professor.
Ensuring student-teacher interaction online
Panelists then discussed the different ways students and teachers can interact in a blended/hybrid environment, including real-time (synchronous) and asynchronous exchanges.
Loïc PLÉ explained that it was very important that the rules were clear for students when interacting: how they should interact with the professor?, what are the timelines for getting feedback? He added that was important that institutions should have a mechanism for synchronous interactions and tools should be as user-friendly as possible.
More information on the panel discussion is available on the Times Higher Education website.
The panel was comprised on the following participants:
- Eesa M. Al Bastaki, President, University of Dubai
- Matt Baker, Senior Vice-President for strategy and international, Class
- Julia Gilmore, Branded content manager, EMEA and the Americas, Times Higher Education (chair)
- Connie Mitchell, Vice-Dean, Prince Sultan University
- Loïc Plé, Director of Teaching and Learning, IÉSEG School of Management
