Hybrid pedagogy and learning design influences in a higher education context

Munday, Dale orcid iconORCID: 0000-0002-0412-7864 (2022) Hybrid pedagogy and learning design influences in a higher education context. Studies in Technology Enhanced Learning, 2 (2). pp. 1-16. ISSN 2753-2380

[thumbnail of Version of Record]
PDF (Version of Record) - Published Version
Available under License Creative Commons Attribution.


Official URL: https://doi.org/10.21428/8c225f6e.b5af8bae


After pivoting to a completely new mode of teaching and learning for much of the higher education sector, a focus on the learning design influences and networked communities sought to address a gap in current literature. The research attempted to delve into the scope of hybrid learning design in response to the changing educational landscape, forced by the Covid-19 pandemic. Thirty-eight participants from across the higher education sector participated in a qualitative survey and institutional context was derived from internal system analytics and engagement data to inform usage of specific systems and tools. Overall, hybrid learning design was limited in its prevalence across the participants learning design, with online and blended playing a key role. Furthermore, the research focuses on identification of key factors influencing learning design and possibly the neglect of a hybrid model required to meet the expectations and needs of the current scenario higher education finds itself. Possible limitations of this research and future associated research are addressed in relation to the results and analysis, with recommendations of how to improve.

Repository Staff Only: item control page