Open AccessDesigning Hybrid Learning Spaces in Higher Education
Author(s) -
Charlotta Hilli,
Rikke Toft Nørgård,
Janus Holst Aaen
Publication year - 2019
Publication title -
dansk universitetspædagogisk tidsskrift
Language(s) - English
Resource type - Journals
eISSN - 2245-1374
pISSN - 1901-5089
DOI - 10.7146/dut.v14i27.112644
Subject(s) - hybridity , dichotomy , sociology , hybrid learning , blended learning , mathematics education , pedagogy , informal learning , digital media , computer science , educational technology , psychology , epistemology , world wide web , anthropology , philosophy
As Hybrid Learning Spaces move beyond distinctions between online and offline spaces, they challenge divisions between teacher/student roles, formal/informal contexts and analogue/digital communication and media. This article presents the concept of hybridity in higher education through a concrete example of a trans-national hybrid course collaboration between three teachers and thirty students at Aarhus University, Denmark and Åbo Akademi University, Finland. The course design is examined through theories on hybrid pedagogy, learning spaces and media ecology to suggest five design principles for Hybrid Learning Spaces. The paper argues that higher education has the potential of inviting students to learn in the world, with the world and for the world, in a way that cuts across traditional dichotomies and barriers.