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

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. © 2011 Springer-Verlag.