Hybrid and Blended Learning. Issue 2 (September 2015)

• Record Type: Journal Article
• Authors: O'Byrne, W. Ian; Pytash, Kristine E.
• Is Part Of: Journal of adolescent & adult literacy. Volume 59:Issue 2(2015:Oct.)
• Page Start: 137
• Page End: 140
• Publication Date: 2015-09
• Subjects: Reading -- Periodicals; Literacy -- Periodicals; 374.0124
• DOI: 10.1002/jaal.463
• Languages: English
• ISSNs: 1081-3004

Abstract

<abstract abstract-type="main" id="jaal463-abs-0001"> <title>Abstract</title> <p>Hybrid or blended learning is defined as a pedagogical approach that includes a combination of face‐to‐face instruction with computer‐mediated instruction. The terms <italic>blended learning</italic>, <italic> hybrid learning</italic>, and <italic>mixed‐mode learning</italic> are used interchangeably in current research; however, in the United States, <italic>hybrid learning</italic> is used most often. Although hybrid learning can be diverse in how it is implemented, educators agree that this approach has the opportunity to provide personalized instruction with some element of student control over path, pace, time, and place. Educators and students need to be given the latitude to teach and learn in these hybrid spaces while being protected and supported by schools. Ultimately, teachers and students bear an equal responsibility as they collaboratively learn and experiment in these evolving spaces.</p> </abstract>