Hybrid Learning and Systems in Higher Education: A Review of the Literature

We have found it useful to bring together here two complementary sources: a more research-oriented one from 2021, and a very comprehensive one from 2022 with a guide to the challenges of implementing co-modal education

An interesting reference from 2022

A work by Serge Gérin-Lajoie (Téluq University), Normand Roy (Université de Montréal), France Lafleur (University of Quebec at Trois-Rivières)

The purpose of this guide is twofold: to inform and equip teaching staff at all levels of education who wish to include co-modal teaching into their practice on the basis of currently available evidence, and to enable all stakeholders, teachers, learners and institutions, to provide a rich and beneficial co-modal teaching experience.

A research reference published in 2021

Peltier, C., Séguin, C. (2021). Hybrid Learning and Systems in Higher Education: A Review of the Literature 2012–2020 Open Edition Journals – Distances et médiations des savoirs, volume 35. https://doi.org/10.4000/dms.6414

Hybrid training systems have been of interest to researchers, teachers, practitioners and institutional decision-makers for several decades. The work carried out by a group of French-speaking researchers (Hy-Sup, 2009–2012) has contributed to a better understanding of what these training systems are, how diverse they can be, and their impact on the various stakeholders involved in their implementation and testing. Often used in the French-speaking education world, this work seems to be little known by English-speaking researchers. Almost ten years after the end of the Hy-Sup project, the aim of this study is to take stock of the terminology, definitions and research relating to hybrid training systems, through an analysis of a selection of texts published on the subject between 2012 and 2020, in French and English.