Designing Hybrid Learning Spaces in Higher Education

A1 Journal article (refereed)


Internal Authors/Editors


Publication Details

List of Authors: Charlotta Hilli, Rikke Toft Nørgård, Janus Holst Aaen
Publisher: Dansk Universitetspædagogisk Netværk
Publication year: 2019
Journal: Dansk Universitetspædagogisk Tidsskrift
Volume number: 15
Issue number: 27
Start page: 66
End page: 82
eISSN: 2245-1374


Abstract

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 high-
er 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.


Keywords

hybrid learning spaces, hybrid pedagogy


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Last updated on 2019-07-12 at 03:23