Promoting Learning-Centered Lessons in Hybrid Environments

Hybrid courses allow students to have the best of both worlds. Students who prefer to have face-to-face interaction with their instructor and peers but also have the option to study at home should consider hybrid courses. Hybrid courses offer flexibility in programming and tends to demonstrate the best of both face-to-face education and online innovation (Bristol & Zerwekh, 2011). Hybrid courses require both synchronous and asynchronous interaction. Asynchronous interactions do not depend on a specific time or place. This can be done through email, discussion forum, podcasts, and archive video and audio streams (Billings & Halstead, 2016). Synchronous interaction occurs in real time. Examples of this may include live video conferencing, chat rooms, or webcasts (Billings & Halstead, 2016). Some of the advantages of a hybrid environment are improved course organization, effective record keeping, more communication, multimodal learning experiences, and multilayered assessment activities (Bristol & Zerwekh, 2011). There are various methods that nurse educators can use in the hybrid environment to enhance the instruction of their intended learners

Bradshaw & Hultquist (2017) explains how a blended learning environment utilizing a time saving method known as “flipping”. Students review learning material outside of class before a session. Doing so allows classroom time to used for active learning and discussion rather than listening to a lecture (Bradshaw & Hultquist, 2017). Having access to technology and knowledgeable of its use is essential in flipped classrooms (Billings & Halstead, 2016).

In one study, nurse educators reported use of e-learning (Moodle) in courses using quizzes, notes/PowerPoints, videos, networking, and chats/forums/blogs (D’Souza, Karkada, & Castro, 2014). Moodle enhances communication in teaching, exchange of information with students, and accessibility to Moodle facilitates learning (D’Souza, et. al., 2014). The students had an opportunity to interact with instructors and peers and they felt a “connection” in the learning process (D’Souza, et. al., 2014).

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