The ability to use multiple platforms, such as the Internet, television, instructors, textbooks, etc, to assimilate and integrate information into a coherent understanding of a topic.
Published in Chapter:
Ramping up to Hybrid Teaching and Learning
Raj Boora (University of Alberta, Canada), John Church (University of Alberta, Canada), Helen Madill (University of Alberta, Canada), Wade Brown (University of Alberta, Canada), and Myles Chykerda (University of Alberta, Canada)
Copyright: © 2010
|Pages: 18
DOI: 10.4018/978-1-60566-380-7.ch025
Abstract
Hybrid learning models attempt to create an environment that can harness the best parts of both face-to-face and online modes of content delivery. The creation of these environments can be achieved in a very straightforward manner. However, the challenge is to develop these environments so that they fit the needs of the students, the abilities of the instructors, and also the nature of the content, all of which are numerous and varied. Deciding what elements to put online and what elements to deliver face-to-face presents a significant challenge, as the number of tools available to instructional staff will increase significantly over the next decade. Once the means of delivery are understood, it is possible to take the idea of hybrid teaching and learning environments one step further by first making the most of online and face-to-face delivery separately and then using them together when the need arises.