A systematic literature review on synchronous hybrid learning: gaps identified
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A systematic literature review on synchronous hybrid learning: gaps identified Annelies Raes1,2 · Loulou Detienne1 · Ine Windey1,2 · Fien Depaepe1,2 Received: 20 September 2018 / Accepted: 19 November 2019 © Springer Nature B.V. 2019
Abstract More and more higher educational institutions invest in technology-enhanced learning spaces, which raises the question of how these environments can be shaped to be as effective as possible. A specific new learning space is the synchronous hybrid or blended learning environment in which both on-site and remote students can simultaneously attend learning activities. Given that synchronous hybrid learning is relatively new, there are few studies that have investigated its use and effectiveness. This study synthesised the best available evidence worldwide to provide an overview of the state-of-the-art of the current research regarding the benefits, challenges and current design principles to set up synchronous hybrid learning. In line with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses, we included 47 studies which were analysed to respond to our research questions. One of the main findings is that existing research suggests cautious optimism about synchronous hybrid learning which creates a more flexible, engaging learning environment compared to fully online or fully on-site instruction. Yet, this new learning space has several challenges which are both pedagogical and technological in nature. To meet these challenges, several design guidelines are formulated. A final conclusion is that most of the existing literature is exploratory and qualitative in nature and has focused mostly on descriptions of students’ experiences, the organisational implementation and the technological design. Empirical studies have only begun to emerge and more research is needed into different pedagogical scenarios and their impact on student outcomes. Keywords Here or there instruction · Research gaps · Synchronous hybrid or blended learning · Systematic review
* Annelies Raes [email protected] 1
Faculty of Psychology and Educational Sciences, KU Leuven Campus Kulak Kortrijk, Etienne Sabbelaan 53, Box 7800, 8500 Kortrijk, Belgium
2
ITEC, imec research group at KU Leuven, Kapeldreef 75, 3001 Leuven, Belgium
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Learning Environments Research
Introduction Based on current societal transitions and in the context of the EU Lifelong Learning Program, both higher education and adult learning institutions are invited to constantly think about how to enable people, at any stage of their lives, to take part in stimulating learning experiences. Regarding higher-education settings, current policy documents often refer to the possibilities of multi-campus learning and inter-institutional collaboration by connecting remote groups with the traditional face–to–face classrooms (see for example the ‘Going Digital strategic plan of KU Leuven: https://www.kuleuven.be/english/about-kuleuven/ strategic-plan/going-digital). Furthermore, the need fo
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