Skip to main content
SpringerLink
Log in

Hybrid Learning Spaces — A Three-Fold Evolving Perspective

  • Chapter
  • First Online:
Hybrid Learning Spaces

Part of the book series: Understanding Teaching-Learning Practice ((UTLP))

Abstract

Hybrid learning has become increasingly prevalent in the discourse of academic institutions and educational systems. The term has acquired numerous interpretations although it generally refers to different spaces of learning. This chapter introduces a three-fold evolving perspective of hybrid learning spaces, focusing on historical roots and current meanings. We present hybrid as blended, a synonymous interpretation commonly used; Hybrid as a space of merging interactions, where connected mobile technology enters the space and adds to its dynamic; and last, hybrid as fluid, to reflect a compound-like space where the boundaries of formal dichotomies are blurred and learner motivation takes center stage.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 139.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 179.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 179.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Alberta Education. (2012). Digital citizenship policy development guide. Alberta Education School Technology Branch.

    Google Scholar 

  • Bauman, Z. (2013). Liquid modernity. Wiley.

    Google Scholar 

  • Beatty, B. (2008). Using the “HyFlex” course and design process. Retrieved March 22, 2021, from http://onlinelearningconsortium.org/join/using-hyflex-course-design-process/

  • Burke, P. J. (2006). Identity change. Social Psychology Quarterly, 69(1), 81–96.

    Article  Google Scholar 

  • Christensen, C. M., Horn, M. B., & Johnson, C. W. (2008). How “disruptive innovation” will change the way we learn. Education Week, 27(39), 25–36.

    Google Scholar 

  • Christensen, C. M., Horn, M. B., & Staker, H. (2013, May). Is K-12 blended learning disruptive? An introduction to the theory of hybrids. Clayton Cristensen Institute for Disruptive Innovation. Retrieved March 22, 2021, from https://files.eric.ed.gov/fulltext/ED566878.pdf

  • De Souza e Silva, A. (2006). From cyber to hybrid: Mobile technologies as interfaces of hybrid spaces. Space and Culture, 9(3), 261–278.

    Article  Google Scholar 

  • Dewey, J. (1976). The middle works, 1899–1924 (Vol. 13). SIU Press.

    Google Scholar 

  • Ferrero, M. A. (2020, July 28). Hybrid flexible class: A professor’s guide to hyflex teaching: How to conquer teaching during a pandemic. Medium.com. Retrieved March 22, 2021 from https://medium.com/the-faculty/hyflex-teaching-d1347143ef3d

  • Garnham, C., & Kaleta, R. (2002). Introduction to hybrid courses. Teaching with Technology Today, 8(6), 5.

    Google Scholar 

  • Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95–105.

    Article  Google Scholar 

  • Goodyear, P. (2020, August 11). Design and co-configuration for hybrid learning: Theorising the practices of learning space design. British Journal of Educational Technology, 51(4), 1045–1060. https://doi.org/10.1111/bjet.12925

    Article  Google Scholar 

  • Hall, H., & Davison, B. (2007). Social software as support in hybrid learning environments: The value of the blog as a tool for reflective learning and peer support. Library & Information Science Research, 29(2), 163–187.

    Article  Google Scholar 

  • Hrastinski, S. (2019). What do we mean by blended learning? TechTrends, 63, 564–569.

    Article  Google Scholar 

  • Köppe, C., Nørgård, R. T., & Pedersen, A. Y. (2017, March). Towards a pattern language for hybrid education. In Proceedings of the VikingPLoP 2017 Conference on Pattern Languages of Program (pp. 1–17). Association for Computing Machinery.

    Google Scholar 

  • Lack, K. A. (2013, March 21). Current status of research on online learning in postsecondary education. Ithaka S+R. sr.ithaka.org. https://doi.org/10.18665/sr.22463

  • Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.

    Book  Google Scholar 

  • Macmillan Dictionary. (n.d.). Blended learning. In Macmillandictionary.com. Retrieved March 20, 2021, from https://www.macmillandictionary.com/dictionary/british/blended-learning

  • Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009, revised September 2010). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. U.S. Department of Education Office of Planning, Evaluation, and Policy Development Policy and Program Studies Service. Retrieved March 22, 2021, from https://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf

  • Nørgård, R. T., & Hilli, C. (2022). Hyper-hybrid learning spaces in higher education. In E. Gil, Y. Mor, Y. Dimitriadis, & C. Köppe (Eds.), Hybrid learning spaces. Springer.

    Google Scholar 

  • Olapiriyakul, K., & Scher, J. M. (2006). A guide to establishing hybrid learning courses: Employing information technology to create a new learning experience, and a case study. The Internet and Higher Education, 9(4), 287–301.

    Article  Google Scholar 

  • Reasons, S. G., Valadares, K., & Slavkin, M. (2005). Questioning the hybrid model: Student outcomes in different course formats. Journal of Asynchronous Learning Networks, 9(1), 83–94.

    Google Scholar 

  • Schank, R. C. (2001). Revolutionizing the traditional classroom course. Communications of the ACM, 44(12), 21–24.

    Article  Google Scholar 

  • Stommel, J. (2018). What is hybrid pedagogy? In S. M. Morris & J. Stommel (Eds.), An urgency of teachers: The work of critical digital pedagogy (pp. 174–178). Hybrid Pedagogy Inc..

    Google Scholar 

  • Trentin, G. (2015). Orientating pedagogy towards hybrid spaces. In R. V. Nata (Ed.), Progress in education (Vol. 35, pp. 105–124). Nova Science Publishers.

    Google Scholar 

  • Twigg, C. A. (2003). Improving learning and reducing costs: Lessons learned from round I of the PEW grant program in course redesign. : Centre for Academic Transformation, Rensselaer Polytechnic Institute. Retrieved March 22, 2021, from https://thencat.org/PCR/RdIILessons.pdf

  • Warburton, S., & Mor, Y. (2015). Double loop design: Configuring narratives, patterns and scenarios in the design of technology enhanced learning. In Y. Mor, M. Maina, & B. Craft (Eds.), The art and science of learning design (pp. 93–104). Sense.

    Chapter  Google Scholar 

  • Watson, J. (2008). Blended learning: The convergence of online and face-to-face education. North American Council for Online Learning.

    Google Scholar 

  • Wenger-Trayner, E., & Wenger-Trayner, B. (2020). Learning to make a difference: Value creation in social learning spaces. Cambridge University Press.

    Book  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Levinsky College of Education, Tel-Aviv, Israel

    Liat Eyal

  2. Center for Innovation and Learning Design, Kibbutzim College of Education, Technology and the Arts, Tel-Aviv, Israel

    Einat Gil

Authors
  1. Liat Eyal
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Einat Gil
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Liat Eyal .

Editor information

Editors and Affiliations

  1. Center for Innovation and Learning Design Kibbutzim College of Education,, Technology and the Arts, Tel-Aviv, Israel

    Einat Gil

  2. Consultant, Tel Aviv, Israel

    Yishay Mor

  3. Department of Signal Theory, Communications and Telematics Engineering, GSIC/EMIC Research Group, Universidad de Valladolid, Valladolid, Spain

    Yannis Dimitriadis

  4. Freudenthal Institute, Utrecht University, Utrecht, The Netherlands

    Christian Köppe

Rights and permissions

Reprints and permissions

Copyright information

© 2022 The Author(s), under exclusive license to Springer Nature Switzerland AG

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Eyal, L., Gil, E. (2022). Hybrid Learning Spaces — A Three-Fold Evolving Perspective. In: Gil, E., Mor, Y., Dimitriadis, Y., Köppe, C. (eds) Hybrid Learning Spaces. Understanding Teaching-Learning Practice. Springer, Cham. https://doi.org/10.1007/978-3-030-88520-5_2

Download citation

  • DOI: https://doi.org/10.1007/978-3-030-88520-5_2

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-88519-9

  • Online ISBN: 978-3-030-88520-5

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation