The reflection on the value of systematizing and promoting the construction of Hybrid Learning Models, and the strategies to implement it in our educational systems, from the sustainability and educational situation derived from the global pandemic of COVID-19, is the central theme of this conference that we present.
Today’s cities are generating a wide variety of changes, on which an informed reflection must be made, in order to make them functional, sustainable, and livable places. These places are ideal for innovation and the implementation of ideas, and therefore also for learning, leading to economic growth and social development.
On the other hand, the constant and increasingly transparent presence of interconnected mobile devices, the internet of things, the accelerated convergence between technology and information, Big data, or learning analytics, are a part of the new social ecology. In it, educational systems must not only teach how to use all these technologies, but it is the educational system itself that has to function methodologically from them.
This is how we thought it prior to the global pandemic of COVID-19, and thus this new reality has forced us to understand that traditional learning environments, due to their fixed, static, and decontextualized characteristics, do not conform to current training requirements. With that what must be considered when defining priorities and designing new pedagogical learning models, these must be planned considering the inclusion of elements that guarantee the formation of different needs of students, from different social origins and technological opportunities.
And among these models, which consider the new techno and socio-educational needs, we notably find the Hybrid Learning Models, which are currently considered as enhancers of current and future learning, since they have the best of both worlds. On the one hand, they consider face-to-face teaching, fundamentally non-digital resources, and in traditional physical spaces such as schools, institutes, academies or universities; and on the other hand, non-face-to-face teaching, using mature technologies in virtual spaces of various characteristics.
These hybrid spaces allow the development of learning processes that are not limited by space or time, with synchronous and asynchronous learning. They are processes that are determined by the subject’s own use of information sources, hyper-connected tools, and the use and dissemination of their own learning. And in this sense, it supposes democratization of learning, because greater autonomy is achieved in the acquisition of content, in the ability to make decisions, or in academic and social integration. In short, the appearance of these new ways of learning is a positive disruption that individualizes the learning activities of students, enhancing their strengths and complementing their limitations, to facilitate them to reach their maximum potential.
However, some educators are reluctant to use a part of the virtual learning experience. Since although they offer immense opportunities that guarantee diversity, knowledge, and network action. These same technologies can facilitate segregation and marginalization, justified by the absence of user skills or by limited access to them due to economic, social, and cultural disadvantages. We are at a decisive moment caused by this great world crisis in which we have to take advantage of and to reverse situations of social and technological disadvantage since governments have promoted access in record time to the means necessary to make this implementation of the hybrid learning model.
Social Sciences and Humanities are an area of knowledge in which most of these challenges can be answered. And on which to elucidate the modes of relationship between hybrid learning and social learning scenarios. To evaluate how these new learning models are contributing to the development of a new social, and global citizenship, model that requires to be aligned with the current needs derived from COVID-19. Seeking that the sustainable development goals promoted by the United Nations are an early reality and not any utopian dream.
- Hybrid learning models in times of COVID-19
- Development of training contexts to achieve sustainable development objectives with emphasis on citizens who are economically, socially, and culturally disadvantaged.