Hybrid Instruction in Higher Education: guidelines for effective design
The paper aims to highlight the role of network and mobile technologies in enhancing the particular characteristics of hybrid instruction solution (HIS) with a view to (a) potentiating/enriching the teaching/learning processes in higher education, (b) exploiting the varied opportunities it offers for their observability, and hence for their monitoring addressed to formative and summative assessment. A possible breakdown of HIS into its key dimensions
of the learning process and the learning space will be proposed. The aim is to
understand how the characteristics of each dimension can be used to enhance both the teaching/learning and the assessment processes. In this sense, the article will show how this potential can only be captured by solidly integrating the process of instructional design with that of monitoring and assessment.
To conclude, the discussion will focus on the different role and responsibility of teachers in a hybrid instruction solution, shifting from a vertical model of knowledge transmission to a more horizontal one, based on collaborative processes as well as individual study.
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