Smart Groups: A system to orchestrate collaboration in hybrid learning environments. A simulation study

Abstract

COVID-19 has brought new hybrid learning environments with some students in the classroom and some others online, synchronously, due to the needs of social distancing. These new hybrid learning environments pose new challenges, for example for group collaboration. This paper presents Smart Groups, a system aimed at helping teachers to orchestrate collaboration in hybrid learning environments and assesses its usability and usefulness through a simulation study. Smart Groups identifies the students that are in the classroom and online, automates the creation of groups (recommending collaborative learning flow patterns to teachers and considering the previous work done by students), supports the communication among students and the use of additional tools and resources for collaboration, and helps maintain the safety distance among the students who are in the classroom. The usability of Smart Groups has been assessed through a mock-up by 60 users (41 students and 19 teachers) with the system usability scale (SUS) obtaining good results (mean = 75.47, standard deviation = 14.95, median = 76.25). A subgroup (10 teachers out of 19) carried out follow-up interviews using the technology acceptance model (TAM) and highlighted the usefulness of Smart Groups to orchestrate collaboration in hybrid learning environments. Implications for practice or policy: Smart Groups supports teachers in the orchestration of groups in hybrid learning environments. Smart Groups facilitates group coordination and communication among students. Smart Groups helps maintain the safety distance.

Performing Hybrid Learning at Islamic Higher Education Institusions for Mitigating Learning Loss

“…The policies implemented by the three universities demonstrate careful decision-making in challenging situations while gradually easing restrictions to allow hybrid learning. Hybrid learning in higher education requires a carefully designed approach to ensure the psychological well-being of lecturers and students (Carrruana Martín et al, 2022). This approach involves scheduling arrangements, class capacity, and learning models.…”

“…Several studies have reported the implementation and benefits of hybrid learning in higher education institution (HEI). Hybrid learning offers the opportunity to incorporate expertise outside the institution which means that students are exposed to a wider range of views and ideas, due to collaboration and relationships between students to create a richer learning experience (Bell et al, 2014;Bower et al, 2015), including its connection to deep learning (O'Mahony et al, 2020), experiential learning theory (Ferreira, 2020), collaboration in hybrid learning environments (Carrruana Martín et al, 2022), pedagogical models (González-Víllora et al, 2019), group cohesion in online learning (Hirkani et al, 2022), lifelong learning (Nørgård, 2021) (Eynon & Malmberg, 2021;Nørgård, 2021), and learning in digital environments (Zhao et al, 2019). They provide valuable insights into various aspects of hybrid learning and their contribution to the understanding and development of effective hybrid learning practices.…”

Hybrid Learning Integrated Remote Laboratory: A Pedagogical Strategy for Future Practicum Learning

“…IR4.0 technologies have an essential role in the development of current knowledge, such as Remote Laboratories, Virtual Laboratories, Augmented Reality, Robotics, IoT, and others [14], [15]. The use of remote laboratory aims to answer the opportunities and challenges in developing hybrid learning, which is to create hybrid learning in a more interactive practical course [5], [16]- [18]. Utilization of remote laboratories allows students to interact with practical equipment online because remote laboratory has certain advantages, such as users can control, get accurate visualization of information, and interact directly with laboratory equipment [19]- [21], students can define, start, stop, pause, and repeat the experiment just as if they were close to the equipment [22].…”

A Study of Student and Teacher Challenges in Smart Synchronous Hybrid Learning Environments

“…In the related article by Raes et al [3], the authors conducted an in-depth study of various SHLEs, contributing further to a better understanding of their complexities and possibilities. Despite the advantages of SHLEs, more research is needed to better understand their impact on student learning and performance as well as to identify best practices in their implementation [5]. This will enable educational institutions to make more informed and effective decisions about how to adapt to the educational challenges posed by the pandemic and to implement more effective long-term learning environments.…”

“…In addition, technical glitches can disrupt learning and create frustration for students and teachers. There are also issues related to the privacy and security of personal data collected and used by SLEs [5]. Overall, the implementation of SLEs can provide significant benefits in the personalization of learning, informed decision making, and access to educational resources.…”