Blended or Hybrid Learning
Hybrid or blended learning are terms that describe the contemporary trend of
incorporating information communication technologies, educational technology, and the internet
to create learning environments that combine online and on-site modes of participation. The
definition has evolved since Bonk and Graham (2006) published the first Handbook of Blended
Learning. Rudestam and Schoenholtz-Read (2010) explained, “blended learning refers to an
amalgamation of face-to-face learning and online learning, again referring to the possibility of
combining face-to-face and online modalities, either within the same course or across course or
programs within the same institution” (p. 15). Blended or hybrid learning is described in the
literature in various ways. Although Kitchenham (2005) defined blended learning as the
combination of the internet and classroom resources to provide students with specific skills, Pape
(2010) described it as an experience that goes beyond the walls of the traditional classroom. Pape
explained the blended learning experience as one that fosters independent learning and provides
online options to enhance the learning experience. Garrison and Vaughn (2008) explained hybrid
learning as the “thoughtful fusion of face-to-face and online learning experiences” (p. 5). For the
purpose of this study, blended or hybrid learning was defined as teaching and learning that
combines traditional face-to-face and online instruction mediated via the internet and a LMS but
with room to include other instructional technologies to augment the learning experience.
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HyFlex Learning
Developed in the instructional technologies graduate program at San Francisco State
University, HyFlex is an instruction delivery method that combines face-to-face and online
instruction and allows students to choose their participation mode for each class session. Beatty
(2019) defined HyFlex instruction as one that “enable[s] a flexible participation policy for
students whereby students may choose to attend face-to-face synchronous class sessions or
complete course learning activities online without physically attending class” (Introduction, para.
1). Each class session and associated activities are offered in person and at least one online
mode, synchronous or asynchronous, but sometimes both. Students can choose how they wish to
attend each session (Beatty, 2007).
Equity
According to Beatty (as cited in International Observatory on the Societal Impacts of AI
and Digital Technology, 2020), in higher education, equity means institutions, faculty, and other
systems working to provide all students the necessary financial, social, and academic support and
guidance they need to engage in the learning process. Beatty’s interpretation of equity resonates
with the University of Southern California Center for Urban Education (n.d.) definition of the
term; they explained equity “refers to achieving parity in student educational outcomes,
regardless of race and ethnicity. It moves beyond issues of access and places success outcomes
for students of color at center focus” (para. 1). This means education leaders must strive to create
conditions where personal or social circumstances, such as gender, ethnicity, or background,
should not be factors impeding achievement of a person’s academic potential (i.e., fairness) and
that all learners be given the opportunity to attain a set of high-level skills (i.e., inclusion)
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regardless of their specific circumstances (OECD, 2012). Depending on context, this dissertation
used the term equity interchangeably with student equity in reference to the desirable conditions,
described here, as a result of practices that create fairer access and equal learning outcomes for
enrolled and transitioning higher education students.
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