{"id":703101,"date":"2021-11-01T14:39:51","date_gmt":"2021-11-01T18:39:51","guid":{"rendered":"https:\/\/www.steelcase.com\/?p=703101"},"modified":"2023-01-14T00:16:03","modified_gmt":"2023-01-14T05:16:03","slug":"three-concepts-creating-better-hybrid-learning-spaces","status":"publish","type":"post","link":"https:\/\/www.steelcase.com\/research\/articles\/topics\/learning\/three-concepts-creating-better-hybrid-learning-spaces\/","title":{"rendered":"Three Concepts for Creating Better Hybrid Learning Spaces"},"content":{"rendered":"

It\u2019s been far from easy. But learning didn\u2019t just survive COVID-19. Instead, by breaking down barriers and resistance to hybrid, HyFlex and blended learning models, the pandemic fast-forwarded opportunities for learning to thrive as it never has before \u2014 in all types of institutions and at all levels, from kindergarten to corporate.<\/p>\n

\u201cWe\u2019ve all experienced tremendous challenges these past two years with remote communication, remote collaboration and remote learning. At the same time, our familiarity with teleconferencing has never been higher \u2013 it\u2019s how we’ve stayed connected throughout the pandemic,\u201d observes Tim Elms, director at Steelcase Learning.<\/p>\n

\u201cWe can now build on those skills as we come back together. At the heart of this transition is that we have come to appreciate more than ever there is still a need for in-person human interaction. But what’s different now is we’re also bringing in counterparts who are calling in remotely. We now accept that as a norm, as a means of bringing people in and having them actively participate and contribute. It\u2019s a new model of learning and collaboration that is not going away.\u201d<\/p>\n

\u201cHybrid is happening, and it\u2019s hard,\u201d acknowledges Elms. \u201cIt\u2019s clear that there is no one-size-fits-all solution. However, as we\u2019ve studied the challenges and listened to our partners in education and tech, we\u2019ve gained insights into the big shifts that are occurring. We\u2019ve been able to take everything we learned and apply it to ideas for creating inspiring spaces that can benefit all learners, no matter which side of the screen they\u2019re on.\u201d<\/p>\n

\u201cHybrid learning\u201d is the term now widely used to describe a blend of in-classroom teaching with learning from home or elsewhere. As in-person learning opportunities resume, many institutions are struggling to identify a model of hybrid learning – as well as concepts for hybrid learning space designs<\/a> – that are right for them.
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Take the next step toward creating effective hybrid solutions for your organization. Sign up for a virtual tour featuring our newest hybrid learning spaces.<\/p>\n

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Challenges of Hybrid Learning<\/b><\/h2>\n

Hybrid is a tectonic shift with a wide-ranging impact that can\u2019t be ignored.<\/p>\n

Creating effective hybrid learning environments demands tech integration that goes well beyond just worrying about hardware, connectors and cables. Still, no technology can solve the challenges of hybrid on its own, no matter how advanced or how many bells and whistles it has. In fact, technology can sometimes be part of the problem versus a meaningful part of the solution. Screens can create their own “center of gravity” and pull students away from each other.\u200b Virtual learning may be solitary and isolating. And\u200b large group video broadcasts can make it easy for learners to feel “lost.”<\/p>\n

For hybrid learning to truly succeed, the virtual and the physical need to coexist in the same space as seamlessly as your smartphone supports talking and texting. For that to happen, the built environment needs to step up and do more.<\/p>\n

To achieve the deeper, richer learning experiences we all want, learning spaces need technology that\u2019s easy to use and effective. They need to equitably support learning activities for both in-room and remote participants. And everyone, no matter where they are, must be seen and heard.<\/p>\n

Another important development: Students are bringing functions of teleconferencing into learning spaces. For example, in-room students still like to use chat features and share digital content with the push of a button. This elevated use of technology needs to be addressed with power, large displays and easy content-sharing capabilities.<\/p>\n

Unfortunately, most classrooms simply haven\u2019t been designed to support such a full load. What\u2019s more, as online activities extend the time and spaces needed in classrooms for virtual interactions, adjacent spaces \u2014 labs, libraries and lounges, for example \u2014 also begin to take on different roles.\u200b<\/p>\n

\u201cLights, Camera, Audio, Content!\u201d<\/strong><\/h2>\n

\u201cWhen a person is participating in a class remotely, they typically have a very compromised experience,\u201d explains Elms. \u201cThey wonder, can people hear me and see me, will I be able to follow the interaction in the room? These are real barriers that separate in-room and remote learners. The impact on learning is profound.\u201d<\/p>\n

To solve this problem, planners and designers now need to think more like movie directors, says Elms, and consider elements such as lighting, camera locations, the audio experience and how content can be shared in the space.<\/p>\n

Three Key Principles for Hybrid Learning Spaces<\/b><\/strong><\/h2>\n

Among the outputs of Steelcase\u2019s research are these three key principles for creating spaces that support better hybrid experiences:<\/p>\n

Inclusivity<\/strong><\/p>\n

Break down the barriers that separate remote and in-room classmates\/participants. Ensure everyone is seen, heard, can share content and has equal ability to contribute their thoughts and ideas.<\/p>\n

Some things to consider:<\/p>\n