A systematic literature review on synchronous hybrid learning: gaps identified

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 face-to-face and remote students can simultaneously attend learning activities. Given synchronous blended learning is relatively new, there a few studies that have investigated its use and effectiveness. This study aims to synthesize the best available evidence worldwide to 1) have an overview of the state-of-the-art of the current research, to get a better insight in the do's and don'ts within this setting by summarizing 2) benefits, 3) challenges; and 4) to formulate design principles. Finally, 5) we also aimed to define the future directions for investigation based on the current research gaps. In line with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA), this study included 47 studies which were analyzed to respond to our five research questions. One of the main findings is that existing research express cautious optimism about synchronous hybrid or blended learning which creates a more flexible, engaging learning environment compared to fully online or fully on-site instruction. Yet, this new learning environment 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 still exploratory and qualitative in nature and has focused mostly on the description of students' experiences, the organizational implementation and the technological design. Empirical studies have only begun to emerge and more research is needed examining different pedagogical scenarios and its impact on student outcomes. KeywordsSynchronous hybrid or blended learning; Here or There Instruction ; Systematic review; Research gaps Recently, at the university [institution and location omitted for blind review], two models of synchronous hybrid learning environments have been designed as displayed in Figure 1.

Synchronous hybrid learning in times of social distancing A report and case study on benefits, trainer's challenges, and guidelines

“…Why use SHL? A systematic review from Raes et al (2019) outlines different benefits of why higher education institutions started SHL before the pandemic. Next to the wish to increase recruitment rates and to eliminate the need to teach the same course twice, SHL was implemented to increase freedom and flexibility, to include outside expertise, and to offer more elective or specific courses.…”

“…Next to the wish to increase recruitment rates and to eliminate the need to teach the same course twice, SHL was implemented to increase freedom and flexibility, to include outside expertise, and to offer more elective or specific courses. HEIs can use SHL to give access to education regardless of place, to provide equal learning opportunities, to strengthen social relations between all students, and to guarantee continuity of instruction (Raes et al 2019). In opposition to that, the Covid-19 case on hand says that their institution offered SHL as a special treat and (maybe) to counteract students' current travel and visa restrictions.…”

“…Moreover taking into account that SHL equipment such as 360° conferencing cameras, omnidirectional microphones, speakerphones and so on, are currently purchased also in many enterprises, the movement towards SHL in higher education seems to be a part of a general tendency towards an innovative way to guarantee synchronous communication in times of social distancing. Li et al (2020) report previous challenges in SHL sessions "such as poor engagement and support, leading to low learning efficiency" (p. 2), and the systematic review from Raes et al (2019) lists, e.g. more coordination, additional operations with the technical platform, and technical challenges with audio and video components as trainer challenges.…”

“…To facilitate SHL, HEIs needed different technical tools such as cameras, microphones, flatscreens, stable internet connectivity, and new software. Many technological skilled trainers designed SHL sessions in the last 20 years (Raes et al 2019). Nevertheless, no label was established internationally.…”

Pedagogical Approaches of Intermediate Schoolteachers for Teaching Students by Building Online Classroom Communities during the COVID-19 Pandemic

“…It is said to comprise two broad communication approaches: synchronous and asynchronous. Synchronized or instructor-led and facilitated e-learning is claimed to occur when a group of students and a teacher interact, and learning takes place in real-time (Raes, Detienne, Windey & Depaepe, 2019). Synchronous learning is generally suitable for students who intend to schedule a time or day for their studies.…”