Research Article

Hybrid learning in higher education: Considerations for its implementation in course design

Alejandra Álvarez-Chaves 1 * , Silvia Saborío-Taylor 1
More Detail
1 Universidad Nacional de Costa Rica, Heredia, COSTA RICA* Corresponding Author
Journal of Digital Educational Technology, 5(1), January 2025, ep2505, https://doi.org/10.30935/jdet/15859
Submitted: 01 August 2024, Published: 15 January 2025
OPEN ACCESS   169 Views   54 Downloads
Download Full Text (PDF)

ABSTRACT

Hybrid learning, combining face-to-face and distance instruction through digital technologies, has gained greater prominence in higher education, noted for its flexibility and adaptability. This innovative model fosters student engagement by overcoming the limitations of the traditional classroom and promoting collaborative learning and autonomy. This article presents a methodological guide for planning hybrid environments with a student-centered approach supported by digital technologies. The method is based on a literature review, providing a conceptualization and characterization of hybrid learning. It also outlines a structured guide for a university course under the hybrid model, considering available physical and virtual conditions, the degree of possible hybridization, as well as the development of learning objectives, activity design, instructional material, assessment strategies, and chronogram. The results show the experience from a thematic unit of the course “pedagogical praxis in the university context” at the Universidad Nacional de Costa Rica, which exemplifies this planning by integrating face-to-face and virtual activities, and continuous and formative assessment. In conclusion, understanding the advantages and challenges of hybrid learning is key to developing effective methodologies focused on flexibility and personalization in higher education.
Keywords: hybrid learning, higher education, digital technologies, course design

CITATION (APA)

Álvarez-Chaves, A., & Saborío-Taylor, S. (2025). Hybrid learning in higher education: Considerations for its implementation in course design. Journal of Digital Educational Technology, 5(1), ep2505. https://doi.org/10.30935/jdet/15859

REFERENCES

  1. Acuña, M. (2023). Objetivos de aprendizaje: Aprendiendo a redactarlos [Learning objectives: Learning to write them]. EVirtualplus. https://www.evirtualplus.com/objetivos-de-aprendizaje-como-redactarlos/
  2. Álvarez, H., Avello, R., & López, R. (2013). Los entornos virtuales de aprendizaje como recurso didáctico en el ámbito universitario [Virtual learning environments as a teaching resource in the university setting]. Universidad y Sociedad, 5(1), 1–10. https://rus.ucf.edu.cu/index.php/rus/article/view/443
  3. Álvarez, M., Lugo, M. T., & Brito A. (2022). Modelos educativos híbridos: Escenarios y propuestas para el acompañamiento de trayectorias de estudiantes secundarios en contextos vulnerables [Hybrid educational models: Scenarios and proposals for supporting the trajectories of secondary school students in vulnerable contexts]. Organización de Estados Iberoamericanos para la Educación. https://oei.int/oficinas/argentina/publicaciones/modelos-educativos-hibridos/
  4. Balladares-Burgos, J. (2021). Percepciones en torno a una educación remota y a una educación híbrida universitaria durante la pandemia de la COVID-19: Estudio de caso [Perceptions around remote education and hybrid university education during the COVID-19 pandemic: A case study]. Revista Interuniversitaria de Investigación en Tecnología Educativa, (11), 25–39. https://doi.org/10.6018/riite.489531
  5. División de Educología. (2023). Programa del curso: Praxis pedagógica en el contexto universitario [Course program: Pedagogical praxis in the university context]. Division of Educology.
  6. Engel, A., & Coll, C. (2022). Entornos híbridos de enseñanza y aprendizaje para promover la personalización del aprendizaje [Hybrid teaching and learning environments to promote personalized learning]. Revista Iberoamericana de Educación a Distancia, 25(1), 225–242. https://doi.org/10.5944/ried.25.1.31489
  7. Jaume, J., Perales, F., Negre-Bennasar, F., & Fontanet, G. (2019). El diseño web y material didáctico accesible en la enseñanza universitaria [Web design and accessible teaching materials in university teaching]. Revista de Educación a Distancia, 19(60). https://doi.org/10.6018/red/60/06
  8. Mejía, C., Michalón, D., Michalón, R., López, R., Palmero, D., & Sánchez, S. (2017). Espacios de aprendizaje híbridos. Hacia una educación del futuro en la Universidad de Guayaquil [Hybrid learning spaces. Towards an education of the future at the University of Guayaquil]. MediSur, 15(3), 350–355. https://www.redalyc.org/articulo.oa?id=180051460010
  9. METICS. (2022). Guía para crear un curso híbrido [Guide to creating a hybrid course]. METICS. https://metics.ucr.ac.cr/images/Documentos/Hibridacion/Guia-Recomendaciones-para-el-aprendizaje-Hibrido-en-la-UCR.pdf
  10. Puig, N. S. (2020). Evaluar y aprender: Un único proceso [Assess and learn: A single process]. Ediciones Octaedro.
  11. Salinas, J., Benito, B., Pérez, A., & Gisbert, M. (2018). Blended learning, más allá de la clase presencial. Revista Iberoamericana de Educación a Distancia, 21(1), 195–213. https://doi.org/10.5944/ried.21.1.18859
  12. Trillo, F., & Sanjurjo, L. (2012). Didáctica para profesores de a pie: Propuestas para comprender y mejorar la práctica [Teaching for teachers on the ground: Proposals to understand and improve practice]. Homo Sapiens.
  13. UNESCO. (2020). La educación en un mundo tras la COVID-19: Nueve ideas para la acción pública [Education in a post-COVID-19 world: Nine ideas for public action]. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000373717_spa
  14. Villagra, M., & Cabrera, P. J. (2023). La modalidad híbrida: Una alternativa como un nuevo modelo de aprendizaje [The hybrid modality: An alternative as a new learning model]. Revista Paraguaya de Educación a Distancia, 4(1), 11–22. https://revistascientificas.una.py/index.php/REPED/article/view/3278