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Hybrid and Blended Learning
Author(s) -
O'Byrne W. Ian,
Pytash Kristine E.
Publication year - 2015
Publication title -
journal of adolescent and adult literacy
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.73
H-Index - 49
eISSN - 1936-2706
pISSN - 1081-3004
DOI - 10.1002/jaal.463
Subject(s) - blended learning , hybrid learning , pace , mathematics education , active learning (machine learning) , personalized learning , teaching method , computer science , educational technology , pedagogy , face (sociological concept) , cooperative learning , psychology , sociology , open learning , artificial intelligence , geodesy , geography , social science
Hybrid or blended learning is defined as a pedagogical approach that includes a combination of face‐to‐face instruction with computer‐mediated instruction. The terms blended learning , hybrid learning , and mixed‐mode learning are used interchangeably in current research; however, in the United States, hybrid learning is used most often. Although hybrid learning can be diverse in how it is implemented, educators agree that this approach has the opportunity to provide personalized instruction with some element of student control over path, pace, time, and place. Educators and students need to be given the latitude to teach and learn in these hybrid spaces while being protected and supported by schools. Ultimately, teachers and students bear an equal responsibility as they collaboratively learn and experiment in these evolving spaces.