Designing Hybrid Learning Spaces in Higher Education

A1 Originalartikel i en vetenskaplig tidskrift (referentgranskad)


Interna författare/redaktörer


Publikationens författare: Charlotta Hilli, Rikke Toft Nørgård, Janus Holst Aaen
Förläggare: Dansk Universitetspædagogisk Netværk
Publiceringsår: 2019
Tidskrift: Dansk Universitetspædagogisk Tidsskrift
Volym: 15
Nummer: 27
Artikelns första sida, sidnummer: 66
Artikelns sista sida, sidnummer: 82
eISSN: 2245-1374


Abstrakt

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.


Nyckelord

hybrid learning spaces, hybrid pedagogy


Dokument


Senast uppdaterad 2019-09-12 vid 04:02