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Course with employment: "The profession of a Methodologist from scratch to PRO"
Find out moreIn this article, you will become familiar with the key aspects of the topic. We'll dive into key elements to help you understand the material more deeply. Learn best practices and helpful tips you can implement. We'll also discuss current trends and important factors influencing decision-making in this area. Read on to gain valuable insights and recommendations to help you succeed.
- What is HyFlex and why the term hasn't caught on yet;
- How it has led universities to infrastructural changes and how they can help faculty;
- Will hybrid formats be a headache for faculty or, on the contrary, will they finally bring something positive to their work;
- Is it true that students will definitely flee to remote learning if given the choice?
The future of education is approaching. Universities around the world are adapting to changes in the learning format, moving from traditional in-person to remote learning, and doing so much more easily than at the beginning of the pandemic. Faculty have begun to perceive new technologies differently. However, progress does not stand still, and the concept of hybrid learning is reaching a new level. At the session "HyFlex - The Next Step in the Development of Learning Formats in the Digital Age" at the EdCrunch conference, Russian and international education experts discussed current trends and prospects for this process.
HyFlex - What is this format and why is it important for universities?
HyFlex is an innovative educational model that combines online and offline formats, as well as synchronous and asynchronous learning. This hybrid system allows students to choose the most convenient way to acquire knowledge, making the learning process more adaptive and accessible. HyFlex is already being actively implemented at leading universities both abroad and in Russia and is considered the future of higher education. Thanks to its flexibility, this model meets the needs of the modern student and allows for the effective combination of educational and personal needs.
The HyFlex model and its name are not yet widely known. As Konstantin Krotov, First Deputy Director of the Graduate School of Management at St. Petersburg University, noted, while searching for a definition of HyFlex, he encountered information related not to education, but to winter gloves. In Russia, the term "hybrid learning" is more common, better capturing the essence of the combination of online and offline formats in the educational process.
The term we use also generates considerable confusion and diverse opinions. We have studied various views on hybrid learning at St. Petersburg State University and other educational institutions. For us, hybrid learning is the integration of online and offline formats, ensuring the most seamless educational process. This creates a learning experience that is relatable for both faculty and students. Experts continue to use the term "hybrid learning," but HyFlex represents a more flexible version of the traditional format. One of the key advantages of HyFlex is the ability to offer students a new educational experience that adapts to their diverse needs. This approach can lead to significant economic benefits, notes UC Berkeley professor Bill Schiano. HyFlex's flexibility allows for a combination of online and offline learning, making it an attractive choice for institutions and students. This model offers a significant advantage: it erases physical borders between countries for students and facilitates a new era of collaboration between universities around the world. This creates conditions for collaborative and effective work, noted Daria Maslova, Director of the Center for Online Course Development and Maintenance at the Institute of Distance Education at Tomsk State University. Thus, the implementation of this model opens new horizons for educational institutions and students, providing access to high-quality education and the exchange of experiences on an international level. The transition to a new format of education at universities requires significant effort and a major restructuring of educational processes. Educational institutions must adapt to modern requirements, implement innovative technologies, and revise their approaches to teaching. This will improve the quality of education and prepare students for the challenges of the modern world.
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Hybrid digitalization: how MBA education adapted to the pandemic and strengthened its
The COVID-19 pandemic has had a significant impact on the education system, especially MBA programs. Amid restrictions and the need for remote work, many educational institutions began to adapt to the new reality by introducing hybrid learning formats. This allowed them to maintain the quality of the educational process and continue training specialists in a climate of uncertainty.
Hybrid digitalization in MBA education combines online and offline formats, providing maximum flexibility for students. Program participants can choose the most convenient formats for interacting with faculty and classmates, which contributes to more effective learning.
Furthermore, the introduction of digital technologies into the educational process has made it possible to use modern tools for data analysis, interaction, and communication. This not only improved the quality of education but also prepared students for work in a rapidly changing world, where digital skills are becoming increasingly important.
Thus, MBA education not only survived the challenges of the pandemic but also emerged stronger, adapting to the new demands of the times and providing its students with unique opportunities for professional growth and development.
How HyFlex is Changing the Infrastructure of Universities
To successfully implement the HyFlex model in education, standard gadgets such as a laptop, a simple microphone, and a webcam are not enough. Universities need to carry out a "tech revolution" to meet the demands of students with different learning environments and faculty. This includes the introduction of modern equipment that will ensure a high-quality educational process and interaction between learning participants. Investments in advanced technologies and platforms will help create a flexible educational environment conducive to effective HyFlex learning.
Daria Maslova cited the case of Tomsk State University as an example. During the pandemic and lockdown, the university faced a common problem: faculty working from home lacked equipment, knowledge of how to use it, and the necessary resources to work with software. Furthermore, the university building, built in 1888, was also unprepared for the new challenges and lacked the appropriate equipment for distance learning.
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Last year, we made a record number of equipment purchases, exceeding the total for the previous 20 years. This is truly significant. Furthermore, startups began actively developing within the university in collaboration with external companies, which allowed us to implement several successful developments, Maslova noted.
The hybrid "Aktru" classrooms represent a key development, in which the university offers a unique combination of physical and digital environments. This includes the development of specialized software for online formats, as well as equipping physical classrooms with modern equipment to provide high-quality online broadcasts. This technology enables the effective integration of traditional learning with digital capabilities, providing access to educational resources for students in different locations. Aktru's hybrid classrooms open up new horizons in education, allowing every student to participate in the learning process regardless of their physical location.
- The classrooms are equipped with a high-quality webcam, which allows for a high-resolution image to be shown to those attending the lesson remotely (meaning they can clearly see even the whiteboard), a microphone system, and a video encoder.
- The system allows for automatic broadcasts of lessons (synchronized with the schedule), displays students studying online, and even generates subtitles, meaning the teacher's speech is transcribed and played back as text.
- Video recordings are also automatically saved in the university's LMS for permanent access.
Equipping classrooms with modern equipment is only half the battle, the speaker noted. Higher education institutions need to reconsider their approach to organizing the learning space as a whole in order to create a more effective educational environment.
Classrooms may not be suitable for the hybrid learning format. It is important to rethink the space and organize the teacher's work area, as well as the arrangement of students. Monitors are necessary to display remote students so that they can interact with those present in the class. After purchasing the equipment, the key point will be its correct and convenient arrangement, which will ensure comfortable work for all participants in the process and minimize technical problems, Maslova noted.
The equipment does not function without the supervision of the teacher. Tomsk State University (TSU) has done everything possible to automate the educational process, reducing the workload on university staff. Furthermore, the university has trained technical specialists who are ready to provide support and quickly resolve any equipment issues that arise. Daria Maslova noted the importance of minimizing the technical workload on faculty to avoid stress and potential resistance to new technologies. She emphasized that the successful implementation of modern systems in the educational process requires not only equipment but also qualified specialists providing technical support. This is an important aspect for universities that are planning to launch similar initiatives.
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Offline lectures at universities: the relevance and advantages of the traditional format
The question of the feasibility of offline lectures at universities is becoming increasingly relevant in the context of the rapid development of online education. Despite the growing popularity of virtual classrooms and distance learning courses, offline lectures retain their relevance and importance in the educational process.
One of the main advantages of offline lectures is the opportunity for direct interaction between instructor and students. Face-to-face communication facilitates a deeper understanding of the material, allows for real-time questioning and immediate responses. This creates an atmosphere of discussion and dialogue, which, in turn, facilitates better knowledge acquisition.
Furthermore, offline lectures foster social connections between students. They promote group dynamics and team spirit, which are important for future professional development. Students learn to work in a team, discuss ideas, and exchange opinions, which are an integral part of education.
Don't forget about developing self-discipline and planning skills. Attending university lectures requires students to be organized and responsible, which is beneficial for their future academic and professional lives. Thus, offline lectures at universities are not a relic, but an indispensable and important learning format that helps students develop both academically and socially. In today's world, where online education is becoming increasingly widespread, it is important to find a balance between these two formats to ensure the most comprehensive and high-quality education. Konstantin Krotov, head of the St. Petersburg State University, also faced the need to change their work processes. He emphasized that the transition to the new format was a "technical challenge" for the university. The Graduate School of Management initially chose the standard approach and equipped its classrooms in accordance with the new requirements. However, as the speaker noted, this "simplest approach" proved ineffective. As a result, the university was forced to seek more flexible and innovative solutions to adapt to the changing conditions. The connection between the two worlds, online and offline, was insufficient. Teaching became a challenge, as instructors constantly had to choose between targeting online students or in-classroom students. This created a sense of disunity and reduced the effectiveness of learning. The Graduate School of Management conducted a user experience analysis for instructors and students. The goal of this analysis was to create a user-friendly system that would ensure a smooth transition between offline and online learning formats. Behavior patterns played a key role in this process, allowing for the needs and preferences of all users to be considered.
The hybrid learning format significantly reduces barriers between instructor and audience. Modern technologies help create an atmosphere similar to in-person classes. For example, using a wireless microphone allows for free communication with the audience, as if everyone were physically present. Furthermore, the use of cameras that track the lecturer's movements allows them to be more natural and engaged. Thus, the hybrid approach makes the educational process more interactive and comfortable for all participants.
Krotov noted that after the university focused on scenarios and tested its theories on the most daring instructors, the implementation of the new learning format became significantly more effective.
Adapting the educational process to a mixed offline and online format requires changes not only in classroom equipment but also in instructors' working methods. The pandemic has demonstrated that not all educational institutions and instructors are prepared for such changes. A reassessment of teaching approaches is needed to ensure effective interaction between students and teachers in this new environment. It is essential to implement modern technologies and develop digital literacy skills to improve the quality of education and prepare students for the challenges of the modern world.
Hybrid learning has become widespread, and not all teachers have been able to successfully adapt to this new format. Many do not realize the importance of monitoring chats, responding to student questions in a timely manner, and actively engaging with students. Effectively organizing work in a hybrid model requires attention to many aspects, including creating a dialogue between students and teachers, which helps maintain student interest and engagement in the learning process.
Experts note that to achieve optimal results, teachers need support, not a directive system. This opinion was confirmed at the EdCrunch session entitled "Hug Your Students: How to Ensure 100% Engagement in Learning." Only with such support will teachers be able to effectively interact with their students. Providing faculty with training opportunities and gradual adoption of new tools is crucial, emphasized Viola Larionova, Deputy Vice-Rector for Educational Technologies at Ural Federal University. This will improve the quality of the educational process and student engagement. Selecting the right tools for the educational process, including methodologists and technical specialists, is crucial. This ensures a comfortable work environment for faculty and a smooth transition from the physical world to the virtual environment. Faculty should focus on knowledge transfer and student engagement, without being distracted by technical issues. This will ensure more effective and productive learning in a digital educational environment.
Support for students and educational initiatives should be provided not only by universities, but also by EdTech companies developing specialized products. This is the conviction of Inessa Roman, Director of Partnerships at Engageli. Effective collaboration between educational institutions and technology companies contributes to the improvement of the quality of education and the creation of innovative solutions that meet modern requirements.
Technology companies are obliged to support teachers in mastering new tools, showing respect for their teaching methods. Importantly, companies must consider the goals of educational institutions and staff. Tools should adapt to teachers, and not vice versa. This will create a more effective educational environment in which technology will serve as assistants in achieving educational goals.
Support for teachers should go beyond training and operational assistance. This opinion is expressed by Galina Mozhaeva, Head of the Department of Digitalization of Education and Director of the Institute of Online Education at the Financial University under the Government of the Russian Federation. It is important to create a comprehensive support system that will include resources for professional growth, experience sharing, and the introduction of new technologies into the educational process. Such measures will help improve the quality of education and ensure more effective interaction between faculty and students.
It is necessary to restore methodological services at universities or, perhaps, create them anew. It is essential to move from creating local directives to developing methodological recommendations. Educational master classes and training sessions are necessary, conducted by experienced methodologists who form the basis of the methodological service. This will improve the quality of the educational process and enhance the level of student preparation.
As an example of effective staff support, one can note the practice of TSU. This university has taken steps to optimize technological processes, which significantly facilitates the work of faculty. In addition, a team of instructional designers has been formed to provide assistance in various aspects of the educational process. On the one hand, they offer individual consultations, and on the other, they organize comprehensive training that covers working with both online and offline audiences. During the training, the emphasis is also on the use of interactive tools and the features of the hybrid working format, as noted by Daria Maslova.
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In recent years, higher education institutions have begun to actively integrate distance learning into their educational practices. This change is due to the need to adapt to modern requirements and the increasing accessibility of education. Universities have realized that distance technologies can not only support but also improve the quality of education.
The transition to distance learning has become possible thanks to technological advances and the emergence of various online platforms. Universities have learned to effectively use video lectures, interactive assignments, and online tests, allowing students to gain knowledge in a format convenient for them. Thus, distance learning has become not just an alternative to traditional learning but also a full-fledged tool for improving the quality of the educational process.
Furthermore, distance learning expands opportunities for students, allowing them to study from anywhere in the world and combine studies with work or other responsibilities. This makes education more flexible and accessible to a variety of audiences.
As a result, higher education institutions have stopped fearing distance learning and have begun to embrace it as an important component of their educational strategy, which ultimately has a positive impact on the quality of education and increases the competitiveness of graduates in the labor market.
What the new format changes for students
Care is needed not only by teachers, but also by students. Learning formats such as HyFlex open up new opportunities for students, but they also come with certain challenges. Students studying remotely require more attention, motivation, and engagement to successfully master the material. It is important to create a supportive environment that will help students overcome emerging difficulties and achieve their educational goals.
Bringing everyone back to the classroom seems like a simple solution, but experts argue that hybrid learning and working formats have become an integral part of our reality. Dreams of returning to pre-quarantine life may be a thing of the past. Instead, we should focus on how to effectively leverage the current circumstances and adapt to new conditions. Hybrid models offer unique opportunities to increase flexibility, accessibility, and diversity in learning and working, which can significantly improve engagement and outcomes.
Alexandra Sedlovskaya, Associate Director of the Christensen Center for Teaching and Learning at Harvard Business School, shared her experience working in a hybrid format. Although she began implementing this format before the pandemic, she initially believed that a full transition to hybrid learning would be challenging. However, the emerging need to adapt to new conditions prompted her to reconsider this approach. Hybrid learning has become not only an option but also a necessity for providing quality education in a changing world.
I've been thinking about how to create a sense of community among students, so that each of them feels like part of a team. When it comes to large groups, the question arises: how to keep them engaged with each other, especially when I have three different groups. It's important not only to ask whether it's worth doing, but also to find effective methods for engaging students. This depends on their participation and engagement in the process.
The answers to the question "How?" turn out to be quite simple. Experts recommend organizing work in small groups, actively engaging students in discussions and suggesting joint projects, and paying attention to the timing of classes. But what about those who are learning asynchronously? Bill Schiano argues that the student experience does not necessarily have to be uniform; the most important thing is the value of the educational process. This emphasizes two key components of effective learning: interactivity and creating a sense of community within the classroom. Interactive learning methods foster deeper understanding of the material, and a sense of community helps students feel part of a cohesive whole, even if they are studying at different times.
We strive to create an atmosphere of community and integration, even in an asynchronous course. Our goal is for students to feel a sense of belonging to something larger by interacting with one another, rather than simply sitting in front of a screen. To achieve this, we need to figure out how to make the learning process more interactive, engaging, and dynamic, so that each participant feels a collective experience.
Instructors don't always have access to modern technology, such as hybrid classrooms, and they often lack the time to learn new tools. However, this situation can be remedied by creatively engaging students. Active student participation can not only make the instructor's job easier but also increase interaction and engagement in the learning process. This will create a more dynamic learning environment that promotes skill development and deepens knowledge.
Hybrid learning formats are attracting particular attention, especially in the context of student motivation. The teaching community sometimes expresses concerns that offering choice will lead to decreased classroom attendance and students migrating to an online environment, where they are less easily motivated. However, panelists note that our assumptions about motivation are not always accurate. It is important to understand that hybrid formats can offer new approaches to engaging students and maintaining their interest in the learning process.
Danish universities have conducted interesting research on student engagement in hybrid classrooms. The results showed that students participating in classes remotely demonstrated higher levels of engagement compared to those who were in the classroom. Niels Floor, owner of the Dutch agency Shapers and developer of the Learning Experience Design concept, noted that each student has their own motivation for learning, and it is important to find the right learning method for them. These studies highlight the importance of a hybrid education format, which may be more effective for a certain group of students.
Viola Larionova emphasized that online learning offers significant advantages for student motivation and engagement compared to traditional methods. Virtual learning allows universities to analyze students' digital footprints, making it possible to quickly identify and address gaps in the educational process. This approach promotes more personalized interactions and improves the quality of learning, which ultimately leads to higher student outcomes.
Traditional learning is often built on the myth of constantly monitoring students and tracking their motivation. The example of the front desk, where six students are studying, shows that it is not always possible to give everyone individual attention. In contrast, online education offers significant advantages through the use of data. Data becomes the primary tool for analyzing the educational process, allowing one to see how students are learning, what they are doing, how evenly their learning is distributed, and how engaged they are. This opens up opportunities for timely student support: rewarding achievements and providing assistance in the event of delays or errors. The transition to data-driven services is an important goal for universities and education as a whole, providing a more personalized and effective approach to learning.
Viola Larionova emphasizes that even students who seem "disengaged" are not passive participants in the educational process. They are simply focused on other goals. In her opinion, to attract them back to universities, it is necessary to provide choice regarding subjects, teachers, technologies, and learning models. Hybrid learning provides precisely these opportunities.
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