Composite learning spaces and pedagogical practice
HyFlex, online, and campus-based teaching throughout the Covid-19 lockdowns
DOI:
https://doi.org/10.7146/lom.v17i30.143066Abstract
The article examines how teaching is orchestrated in hybrid classrooms compared to other composite classrooms based on a different infrastructure. In alignment with a post-digital perspective on education, we do not distinguish between digital and non-digital teaching spaces (Fawns, 2022), but rather differentiate through a communication-theoretical lens, focusing on affordances in various digitalizations of learning spaces (Hutchby, 2001). At the University of Copenhagen, these were categorized as online-, HyFlex-, and campus-based teaching. The empirical data includes 4,676 teachers’ responses from a longitudinal survey spanning from spring 2020 to fall 2022. No significant relationship was found between teachers’ experience with digital teaching, and their choice of teaching activities in HyFlex. However, a significant relationship was seen between communication infrastructures and choice of teaching activities (dialogue, group assignments, individual assignments, student presentations, teacher presentations). HyFlex saw significantly more teacher-led presentations, while student presentations, dialogue, group tasks, and individual assignments were significantly less frequent compared to campus-based teaching. In teachers’ reflections on HyFlex teaching, considerations of affordances regarding pedagogical choices were evident. The article concludes with a discussion on whether and how these communications infrastructures should factor into the planning of teaching at the university.
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