Reflecting on Hybrid Learning in Studio-based Courses: Complications and Effectiveness during the Pandemic and Beyond

Abstract

The Covid-19 pandemic resulted in courses transitioning to fully remote learning, or considering hybrid models. Such models demonstrated great potential, making an argument for consideration even beyond the pandemic. In this paper, co-instructors of a synchronous hybrid design studio course present their experience of such a course and recommendations for future synchronous hybrid design studio courses. Through instructor reflections and student surveys/interviews, we present successes and failures of several aspects of the course, such as pre-recorded content, technology and software usage, groupwork, and project activities.

Making a Case for HyFlex Learning in Design Engineering Classes

“…We contribute towards growing scholarship towards more equitable practices in our classrooms (e.g. [4], [5], [16], [17], [30]) by advocating for the continuation of HyFlex learning as an offered mode of instruction for design studio courses, and hope that the engineering education community continues to recognize its valuable contributions.…”

“…Hybrid learning has been described as a combination of technical problem solving skills and social awareness to identify problems [11], some combination of in-person and online instruction [12], and predominantly in-person courses with some form of asynchronous online component [13]. After the onset of the Covid-19 pandemic in 2020 and the shift to fully online learning in universities, many courses returned in 2021 to some form of class structure with synchronous in-person and online components [5]. In order to distinguish this mode of instruction from hybrid learning as defined above, such a synchronous modality is called 'HyFlex learning', which we study in this paper.…”