Evidence-based educational practices and a theoretical framework for hybrid learning

  • Authors:

  • Jayshiro Tashiro;Patrick C. K. Hung;Miguel Vargas Martin

  • Affiliations:

  • University of Ontario Institute of Technology, Ontario, Canada and BeaconWall Limited, Hong Kong Science and Technology Park and Wolfsong Informatics LLC, Tucson, Arizona;University of Ontario Institute of Technology, Ontario, Canada and BeaconWall Limited, Hong Kong Science and Technology Park;University of Ontario Institute of Technology, Ontario, Canada and PHractal Partnership, Oshawa, Ontario, Canada

  • Venue:
  • ICHL'11 Proceedings of the 4th international conference on Hybrid learning
  • Year:
  • 2011

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Abstract

Reviews of literature on hybrid learning reveal a general lack of theoretical coherence in the evolving instructional methods and materials as well as in the delivery modalities of courses designed as hybrid learning environments. In this paper, we first examine six critical barriers to development of evidence-based frameworks for how and why to build hybrid teaching-learning-assessment environments. Secondly, we review some of the implications for developing a theoretical framework for studying hybrid learning. Finally, we propose a Transtheoretical Model for Hybrid Learning that is substantially derived from ecosystem theory.