PBL hybrid: An exploration of the concept of hybrid learning in a resource-constrained university context

Authors

  • Lone Dirckinck-Holmfeld Aalborg University
  • Ann Bygholm Aalborg University
  • Heilyn Camacho Consufé
  • Vincent Canwat Gulu University
  • Iben Jensen Aalborg University
  • Clara Kansiime Gulu University
  • Walter Komakech Gulu University
  • Margaret Namubiru Gulu University
  • David Pakono Okot Gulu University
  • David Ross Olanya Gulu University
  • Geoffrey Tabo Olok Gulu University
  • Vivian Drateru Perry Gulu University

DOI:

https://doi.org/10.54337/nlc.v14i1.8099

Keywords:

PBL, Cultural-Historical Activity Theory, Hybrid learning, Professional Development, resource constraint university setting

Abstract

In this paper, we explore the concept of hybrid learning in the context of a project aiming to transform the master programmes at Gulu University in Uganda by incorporating problem- and project-based learning (PBL) and the use of digital technologies to prepare graduates to lead community transformation and improve employability. Teachers are experimenting and piloting PBL and digital technologies. Based on the teachers' experiences this paper provides insights into how PBL and hybrid learning are being enacted by teachers and learners in the context of a resource-constrained university environment. What are the challenges of bringing these principles of hybrid learning and PBL together in a resource-constrained environment? The paper understands hybrid learning as the development of a new quality of learning environments that goes beyond a mere mixture of elements, e.g. digital and analogue, on-site and off-site. In this paper we are particularly concerned with exploring how the new PBL hybrid practices are developing, with a interest in how digital tools are integrated into teaching and learning. This paper is based on the results of a co-construction workshop with teachers and researchers based on their experiences from the first pilot phase. The results of the study suggest that flexibility is a core concept in relation to PBL-hybrid.  Hybrid learning involves flexibility in terms of how learners carry out educational activities, how PBL is implemented, the use of many different technologies and the use of both analogue and digital learning tools and spaces. Moreover, to achieve hybrid learning, the types of flexibility and technologies, as well as the mix of digital and analogue tools, depend on the specific context of the educational activities, as well as on the competences of learners and teachers. As such, hybrid learning needs to be seen as a concept in relation to the contexts in which it unfolds. This insight is important for networked learning, which cuts across contexts, actors, materials/spaces and digital/analogue modalities. 

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Published

06-05-2024

How to Cite

Dirckinck-Holmfeld, L., Bygholm, A., Camacho, H., Canwat, V., Jensen, I., Kansiime, C., … Drateru Perry, V. (2024). PBL hybrid: An exploration of the concept of hybrid learning in a resource-constrained university context. Proceedings of the International Conference on Networked Learning , 14(1). https://doi.org/10.54337/nlc.v14i1.8099