Ed Tech in Action – Success Story #169

Radical new deliver adopted with (relative) ease

Imagine this: 23 students in the classroom and 15 remote students attending your class online simulations. Technology bridges the gap and creates one learning community engaging in the same class activities. Sound overwhelming? Maybe a little. But yes, it is possible, and yes, instructors are making that happen in our synchronous-hybrid classroom, D225. Instructors warm up to this synchronous hybrid classroom and inevitably harness its potential of bridging learners together creating one seamless community.

A synchronous hybrid classroom is a leading-edge classroom design that is gaining momentum in many institutions due to the growing demand and preference for alternative modes of learning from the traditional classroom.

Instructors have adapted well to the technology where online learners feel that they are as part of the learning community as their in-class peers. Adult Education and TESL Instructor Chris Campbell, for example, has a technique to bring his learners together by making a conscience effort to face the camera and address his online students like they were physically in class. In his first class he asked his in-class students to say hello to their online peers and ask questions which creates a bond between students that is even more essential in this learning environment.

In D225, traditional active learning techniques have to be revised to include online students, such as online polling, quizzing and groupwork. Kahoot! is always a go-to favorite of many and some have even tried Padlet to great success.

With Chris and every D225 instructor, every challenge presents an opportunity that enhances the learning experience of their learners. Instructors can adapt to this modern mode of course delivery even though it appears to be intimidating at first. Thanks greatly to the sharing of ideas via the department head Seonaigh McPherson, instructors can quickly turn challenges into opportunities for effective learning.