Case studies van hybride leren in het secundair onderwijs met aandacht voor de ontwikkeling van zelfregulatie bij de leerlingen

Inspired by the motto to ‘never waste a good crisis’ this educational design research delves into the unexplored potential of hybrid learning environments within secondary education. Based on field- and literature review we conclude that hybrid learning takes place in a powerful learning environment in which learning experiences are optimised by a thought-through combination of face-to-face interaction and digital technology providing pupils the opportunity to learning individually as well as in group independent of pace, time and place. Within this research researchers and Teacher Design Teams (TDT) of six schools dive into the challenge of designing and implementing hybrid learning environments that aim at bringing every pupil to effective and maximal learning.

In order to achieve the design process particularly focusses on supporting and stimulating self-regulation in pupils. We define self-regulation in a hybrid learning environment as the ability to be in control of one’s own learning process by developing and learning to use cognitive, meta-cognitive and motivational strategies aimed at achieving a certain learning goal. As research indicates that hybrid learning requires self-regulatory skills in pupils in order to be successful this process provides excellent opportunities to explicitly aim at improving the self-regulatory skills of both pupils and teachers.

Based on the design work, the implementation in case studies, the evaluation thereof and the impact on the self-regulatory skills of pupils we formulate design guidelines in a final phase of the research.

Research questions:

Theme: Which research informed design guidelines do we put forward to design hybrid learning environments for secondary education that have a positive impact on the self-regulatory skills of the pupils?

1. Based on field and literature review: which initiatives of hybrid learning can we find in Flemish secondary education?
2. Which research informed design guidelines for hybrid learning environments for secondary education, with a special focus on supporting self-regulatory skills in pupils, can we formulate based on literature review, the design process completed with the TDT, the implementation in case studies and the evaluation thereof?
3. Which aspects/indicators of a research informed hybrid learning environment are perceived by the pupils as impacting their self-regulatory skills?

Inspirational guide and CPD 

In September we completed the inspirational guide ‘Let’s go hybrid’ which aims at supporting teachers in their search for finding a proper balance in designing and implementing hybrid learning environments focusing on supporting self-regulatory skills. This guide will be used to support the CPD-trajectory and which more information can be found here.

Download the guide here. 

Researchers:

Mieke Achtergaele

Bart Boelen

Katrien Dewaele

Norma Juárez Collazo (involved in the project to 31/8/2022)

David Stienaers, former UCLL employee (involved in the project from 1/9/2021 to 7/3/2023)

Contact?

Katrien.dewaele@ucll.be