Inclusive learning development practices: the consequences of flexibility and choice in the hybrid era
DOI:
https://doi.org/10.47408/jldhe.vi26.886Keywords:
flexible teaching practices;, inclusive practices, hybrid teaching, learning development supportAbstract
The Covid-19 pandemic, and the move to online teaching and learning, has provided opportunities for the learning development (LD) community to find new and innovative pedagogical approaches to providing a more inclusive learning environment. Many of these opportunities are now being incorporated into a new hybrid era of teaching, which seeks to build the ‘best of both worlds’. To embrace this new era of flexibility, hybrid learning and teaching strategies need to be developed rather than merely being a reaction to a global health emergency. Based on the experiences of two learning developers at different UK institutions, this paper reflects on the benefits and disadvantages of a hybrid mode of delivery of one-to-one tutorials, one of the cornerstones of LD provision. Within this paper we define hybrid teaching as a combination of online and physical environments (Gamage et al., 2022).
References
Akpınar, E. (2021) ‘The effect of online learning on tertiary level students mental health during the Covid-19 lockdown’, The European Journal of Social & Behavioural Sciences, 30(1), pp.52-62. Available at: https://doi.org/10.15405/ejsbs.288 (Accessed: 5 November 2022).
Baker, R., Coenen P., Howie E., Williamson, A. and Straker, L. (2018) ‘The short term musculoskeletal and cognitive effects of prolonged sitting during office computer work’, International Journal of Environmental Research and Public Health, 15(8), 1678. Available at: https://doi.org/10.3390/ijerph15081678 (Accessed: 5 November 2022).
Bryson, J.R. and Andres, L. (2020) ‘Covid-19 and rapid adoption and improvisation of online teaching: curating resources for extensive versus intensive online learning experiences’, Journal of Geography in Higher Education, 44(4), pp.608-623. Available at: https://doi.org/10.1080/03098265.2020.1807478 (Accessed: 5 November 2022).
Curelaru, M., Curelaru, V. and Cristea, M. (2022) ‘students’ perceptions of online learning during COVID-19 pandemic: a qualitative approach’, Sustainability, 14(13), 8138. Available at: https://doi.org/10.3390/su14138138 (Accessed: 5 November 2022).
Delderfield, R., Riches-Suman, K., Ndoma-Egba, M., Boyne, J. (2020) ‘A learning development-faculty collaborative exploration of postgraduate research student mental health in a UK university’, Journal of Learning Development in Higher Education,18. Available at: https://doi.org/10.47408/jldhe.vi18.571 (Accessed: 5 November 2022).
De Oliveira Kubrusly Sobral, J.B., Lima, D.L.F., Rocha, H.A.L., De Brito, E.S., Duarte, L.H.G., Bento, L.B.B.B. and Kubrusly, M. (2022) ‘Active methodologies association with online learning fatigue among medical students’, BMC Medical Education 22(74). Available at: https://doi.org/10.1186/s12909-022-03143-x (Accessed: 5 November 2022).
Devkota, K.R. (2021) ‘Inequalities reinforced through online and distance education in the age of COVID‑19: the case of higher education in Nepal’, International Review of Education, 67, pp.145-165. Available at: https://doi.org/10.1007/s11159-021-09886-x (Accessed: 5 November 2022).
Gamage, K.A.A., Gamage, A. and Dehideniya S.C.P. (2022) ‘Online and hybrid teaching and learning: enhance effective student engagement and experience’, Education Sciences, 12(10), pp.651. Available at: https://doi.org/10.3390/educsci12100651 (Accessed: 5 November 2022).
Ganne, P., Najeeb, S., Ganne, C., Sharma, A. and Krishnappa, N.C. (2021) ‘Digital eye strain epidemic amid COVID-19 pandemic – a cross-sectional survey’, Ophthalmic Epidemiology, 28(4), pp.285-292. Available at: https://doi.org/10.1080/09286586.2020.1862243 (Accessed: 5 November 2022).
Goudeau, S., Sanrey, C., Stanczak, A., Manstead, A. and Darnon, C. (2021) ‘Why lockdown and distance learning during the COVID-19 pandemic are likely to increase the social class achievement gap’, Nature human behaviour, 5(10), pp.1273–1281. Available at: https://doi.org/10.1038/s41562-021-01212-7 (Accessed: 5 November 2022).
Khine, P.T., Win, H.P.P. and Naing, T.M. (2021) ‘Towards implementation of blended teaching approaches for higher education in Myanmar’, International Journal of Education and Management Engineering, 11(1), pp.19-27. Available at: https://doi.org/10.5815/ijeme.2021.01.03 (Accessed: 5 November 2022).
Lepp, M., Luik, P. and Tark, T.M. (2022) ‘how can web lessons be taught to reduce screen fatigue, motivational, and concentration problems in different disciplines?’, Frontiers in Sociology, 7, 871770. Available at: https://doi.org/10.3389/fsoc.2022.871770 (Accessed: 5 November 2022).
Lin, O. (2008) ‘Student views of hybrid learning: a one-year exploratory study’, Journal of Computing in Teacher Education, 25(2), pp.57-66. Available at: https://doi.org/10.1080/10402454.2008.10784610 (Accessed: 5 November 2022).
Linder, K.E. (2017) ‘Fundamentals of hybrid teaching and learning’, New Directions for Teaching and Learning, 2017(149), pp.11-18. Available at: https://doi.org/10.1002/tl.20222 (Accessed: 5 November 2022).
Miroshnikov, G. (2021) How to make hybrid learning work in higher education. Available at: https://wonkhe.com/blogs/how-to-make-hybrid-learning-work-in-higher-education/ (Accessed: 1 July 2022).
Morrison, K., West, S., Hogg, K. (2021) ‘Maintaining a clinical learning environment for medical students during a pandemic’, Journal of Learning Development in Higher Education, 22. Available at: https://doi.org/10.47408/jldhe.vi22.732 (Accessed: 5 November 2022).
Psaros, C. (2022) ‘“Walk me through your dissertation”. Using urban walks to develop students’ thinking about research’, ALDinHE Conference 2022. University of Northampton, Northampton 14-15 June 2022.
Salinas-Toro, D., Cartes, C., Segovia, C., Alonso, M.J., Soberon, M., Sepulveda, M., Zapata, C., Yañez, P., Traipe, L., Goya, C., Flores, P., Lopez, D. and Lopez, R. (2022) ‘High frequency of digital eye strain and dry eye disease in teleworkers during the coronavirus disease (2019) pandemic’, International Journal of Occupational Safety and Ergonomics, 28(3), pp.1787-1792. Available at: https://doi.org/10.1080/10803548.2021.1936912 (Accessed: 5 November 2022).
Shoshan, H.N. and Wehrt, W. (2021) ‘Understanding “Zoom fatigue”: a mixed-method approach’, Applied Psychology, 71(3), pp.827–852. Available at: https://doi.org/10.1111/apps.12360 (Accessed: 5 November 2022).
Taylor, W.C. (2011) ‘Prolonged sitting and the risk of cardiovascular disease and mortality’, Current Cardiovascular Risk Reports, 5, pp.350–357. Available at: https://doi.org/10.1007/s12170-011-0174-4 (Accessed: 5 November 2022).
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Journal of Learning Development in Higher Education
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
