Benefits, Challenges and Design Guidelines for Synchronous Hybrid Learning: A Systematic Literature Review

ID: 52922 Type: Brief Paper
  1. Loulou Detienne, KU Leuven, campus KULAK, Belgium
  2. Annelies Raes, KU Leuven, campus KULAK + ITEC, KU Leuven also at imec Kapeldreef 75, B-3001 Leuven, Belgium
  3. Fien Depaepe, KU Leuven, campus KULAK +ITEC, KU Leuven also at imec Kapeldreef 75, B-3001 Leuven, Belgium

Thursday, June 28 3:30-3:50 PM Location: Jordaan 2 View on map

Presider: Chauvin Rachel, University of Paris-Nanterre, France

Abstract: More and more universities invest in technology-enhanced learning which raises the question of how these environments need to be shaped. A specific type are synchronous hybrid learning environments in which face-to-face and remote students receive simultaneous and synchronous instruction. These new settings ask for a redefinition of the instructional design. Unfortunately, there is lacking research that outlines design principles, which is why teachers are still struggling with the implementation. Boelens, De Wever and Voet (2017) put forth key challenges and guidelines for blended learning in general, but this study specifically focuses on synchronous hybrid learning, which has not yet been investigated in the field. This paper reports on a systematic review in progress. Based on preliminary results, we can state that most studies deliver benefits and challenges which often result in some design guidelines. Given the limited amount of studies on synchronous hybrid learning, there is need for further research.

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