Through learning the materials in [1] [2] and joining in PBL 12 group discussions, I started to be aware the differences between the terms of the blend or hybrid learning and the HyFlex learning. The former is used to integrate both face-to-face (synchronous) and on-line learning (asynchronous) activities into the delivery of the intended learning outcomes, whereas the latter is used to provide more flexibilities for the students so that the students themselves can choose the best way to participate the course. I think that the understanding of these concepts will help me to implement the learning design in the future especially the teaching or learning after returning the campus.
After the shock from the emergency on-line teaching, I have considered the collaborative teaching and learning in my own course. For instance, using both Zoom and Flinga during the on-line teaching. The tools in Zoom such as annotate tool, chat, breakout room, and quiz to were used to create interactions and to assess the contents. Flinga was used to co-work with students to solve problems. During this process, I also paid attention to the students’ comforts of exposing their names when answering the questions. I also met some challenges recently. For some reasons, I encountered some troubles with the software when working remotely. For a couple of times, I left the students alone unexpectedly before returning to the teaching session again. Therefore, I have been very careful to use the on-line tools in the rest of the on-line sessions. While working with ONL PBL 12 group, I have learned to use different tools. Now I am more confident to integrate the tools with the on-line learning activities.
This autumn, some of my colleagues have implemented their courses in hybrid modes. Our institution also had some trainings on how to implement the teaching and the learning in hybrid mode. I joined in a couple of sessions as a learner or as an observer. I felt from these occasions that technology can be a bottleneck before creating the smooth or full interactions between the face-to-face and on-line learners in the emergency teaching. Handling the tools in this situation is quite challenging for the teachers. The demands of the tools are also quite high. The learners on-site and the learners on-line very often felt isolated. For me, to reach the target of the HyFlex teaching and learning, it requires advancing of the technologies.
As point it out in [3], simply introducing the digital tools into the teaching does not mean the blended learning. It is important to design the learning activities with the properly selected technologies. For me, the combination of two theory mentioned in [3]: the Complex Adaptive Blended Learning System (CABLS) and Community of Inquiry (COI), can be a good option. CABLS shows the roles of different parties in the learning design especially creating the dynamics. On the other hand, the COI can help to activate deep learning in the blended learning environment. Applying these theories into the learning design need a long term practices.
References:
[1] C. Hodges, S. Moore, B. Lockee, T. Trust, and A. Bond (2020). The difference between emergency remote teaching and online learning. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
[2] Coulumbia CTL. Hybrid/HyFlex Teaching and learning. https://ctl.columbia.edu/resources-and-technology/teaching-with-technology/teaching-online/hyflex/
[3] M. Cleveland-Innes, D. Wilton (2018), Guide to Blended Learning, Commonwealth of Learning.
