Abstract
Given the snowballing attention to and growing popularity of hybrid learning, some take for granted that the learning mode means more effective education delivery while some who hold a skeptical view expect researchers to inform them whether hybrid learning leads to better learning effectiveness. Though diversified, both beliefs are like myths about the hybrid mode. By reporting findings concerning the use of wikis in a major project on hybrid courses piloted at a university in Hong Kong, this paper highlights the complexity concerning the effectiveness of a hybrid learning mode and the problems of a reductionistic view of its effectiveness. Means for elearning were blended with conventional distance learning components into four undergraduate courses. Findings show that a broad variety of factors, including subject matters, instructors’ pedagogical knowledge of the teaching means, students’ readiness for the new learning mode and the implementation methods, play a key role in deciding learning effectiveness, rather than just the delivery mode per se.
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Li, K.C. (2014). Myths to Burst about Hybrid Learning. In: Cheung, S.K.S., Fong, J., Zhang, J., Kwan, R., Kwok, L.F. (eds) Hybrid Learning. Theory and Practice. ICHL 2014. Lecture Notes in Computer Science, vol 8595. Springer, Cham. https://doi.org/10.1007/978-3-319-08961-4_11
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DOI: https://doi.org/10.1007/978-3-319-08961-4_11
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