Hybrid, Blended, and Mixed-Mode Learning Quality: More Lessons Learned in the COVID Pandemic and Beyond
Overview of special issue
This special issue aims to examine the assurance of learning quality in the increasing use of hybrid, hyflex, and mixed-mode (courses and programs that are partly online and partially on-ground) during and after the great global COVID pandemic that began in 2020.
This special issue will provide a broad opportunity for practitioners and researchers in all levels of education to consider concepts, methods, systems, tools, techniques, and cases involving the instruction that combines traditional classroom in-person experiences with online distance learning.
It will be an important opportunity to examine this topic in the current era where educators are using a range of flexible learning formats due to environmental circumstances of the COVID pandemic.
Indicative list of anticipated themes
- The assurance of student learning in courses and programs that are partially online.
- Hybrid or hyflex teaching and instructional methods used in primary, secondary, and tertiary education.
- The difficulties confronted and policy decisions implemented by school and collegiate faculty and administrators to ensure effective learning in mixed-mode instruction.
- Comparing on-ground/on-campus, distance learning, and hybrid mixed-mode education instruction.
- Learning support technology and software for inclusive and flexible online and mixed-mode course delivery.
Jeffrey Alstete, Iona College – LaPenta School of Business ([email protected])
Heidi Flavian, Achva Academic College, Israel
Krassie Petrova, Auckland University of Technology
Submissions open: 11 November 2021
Submissions close: 21 February 2022
To submit your research, please visit: https://mc.manuscriptcentral.com/qae
To view the author guidelines for this journal, please visit: https://www.emeraldgrouppublishing.com/journal/qae#author-guidelines