{"id":4465,"date":"2023-03-30T11:43:03","date_gmt":"2023-03-30T09:43:03","guid":{"rendered":"https:\/\/insights.ieseg.fr\/?p=4465"},"modified":"2024-04-11T11:18:43","modified_gmt":"2024-04-11T09:18:43","slug":"delivering-hybrid-learning-to-enhance-student-learning-and-engagement","status":"publish","type":"post","link":"https:\/\/insights.ieseg.fr\/en\/resource-center\/delivering-hybrid-learning-to-enhance-student-learning-and-engagement\/","title":{"rendered":"Delivering hybrid learning to enhance student learning and engagement"},"content":{"rendered":"\n

Lo\u00efc PL\u00c9<\/a>, Director of Teaching and Learning at I\u00c9SEG, was recently invited to participate in an online panel discussion organized by the Times Higher Education<\/em> in partnership with Class<\/em><\/a>. 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.<\/p>\n\n\n\n

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. Lo\u00efc PL\u00c9 stressed that one of the fundamentals for educators delivering hybrid learning is ensuring that it is effectively integrated into course design, delivery, and assessment. \u201cIt\u2019s important to make sure that you know why you\u2019ve put a certain aspect online and why this supports the class dimension of the course,\u201d he explained.<\/p>\n\n\n\n

One model used for example at I\u00c9SEG is for students to carry out theoretical work online and then use \u2018on campus\u2019 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.<\/p>\n\n\n\n

Communication between students<\/strong><\/strong><\/p>\n\n\n\n

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.<\/p>\n\n\n\n

Lo\u00efc PL\u00c9 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: \u201cTools should also be inclusive \u2013 meaning they need to drive all students -whether they are online in class \u2013 to use them.\u201d<\/p>\n\n\n\n

The use of peer learning activities, within online communities can also be very powerful. \u201cAt I\u00c9SEG we use a tool called ChallengeMe<\/em> which allows students to give anonymous feedback to each other online and can be used both in a formative or summative way.\u201d 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.<\/p>\n\n\n\n

Training for new tools<\/strong><\/strong><\/p>\n\n\n\n

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\u2019s\/School\u2019s management.  <\/p>\n\n\n\n

\u201cAt I\u00c9SEG we have implemented a digital pedagogy certificate (for faculty) that is supported by the CETI, our Center for Educational and Technological Innovation\u201d, and which is part of a wider teaching certificate proposed.<\/p>\n\n\n\n

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.<\/p>\n\n\n\n

Ensuring student-teacher interaction online<\/strong><\/strong><\/p>\n\n\n\n

Panelists then discussed the different ways students and teachers can interact in a blended\/hybrid environment, including real-time (synchronous) and asynchronous exchanges.<\/p>\n\n\n\n

Lo\u00efc PL\u00c9 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.<\/p>\n\n\n\n

More information on the panel discussion is available on the Times Higher Education website<\/a>.<\/p>\n\n\n\n

The panel was comprised on the following participants:<\/strong><\/p>\n\n\n\n