Hybrid Learning Spaces — Design, Data, Didactics
Over the last months, COVID‐19 has changed so many lives in so many ways. Obviously, we are not qualified to consider the broader implications of the current events. But in terms of educational technology, we are witnessing a seismic shift. All over the world, in a matter of days, hybrid education has moved from an esoteric notion to the de‐facto norm. Within a week, the term “blended learning” has shifted from referring to a mix of on‐site and on‐line to signifying the combination of synchronous and a‐synchronous online learning. Yet, there is a subtle and critical difference between the concept of “blended” and that of “hybrid.”
British Journal of Educational Technology / DOI: 10.1111/bjet.12964
Rikke Toft Nørgård is associate professor at the School of Education, Aarhus University, Denmark. She is coordinator for the MA in ICT-based educational design, member of the Academic Council, Arts and steering group member at the Centre for Higher Education Futures (CHEF), AU. She is also board member of the Philosophy and Theory of Higher Education Society (PaTHES) and is participating and leading projects on the future of higher education with a focus on the humanities as well as emerging technological fields and their impact on teaching and learning across the educational sector.
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