Hybrid Environments

There has been an increase in the prominence of online learning in the recent past. However, the debate has persisted about the effectiveness of online versus the traditional face to face instructions. One solution to this debate has been the introduction of the hybrid learning environment in institutions. This method combines the asynchronous online activities with f2f class instructions. This mode comes with various advantages due to the combination of the two methods. For example, the online activities reduce the time needed to cover a topic or course during f2f interactions which make learning easy for students that may be inconvenienced by time or those far away (Bristol & Zerwekh, 2011). Online environments also allow a “more customized approach to learning” (Potter, 2015). On the other hand, f2f interactions between the student and the instructor prevent distance learning from being rendered a correspondence course by offering the personal touch and communication required in a classroom (Gawron, 20110. How then can the hybrid environment be effectively deployed by nurse educators to realize teaching objectives?
According to Gawron (2011), it is important for the first class of each course to be conducted face-to-face. This is essential as it helps the instructor to outline the expectations for that course more easily. It also helps the students and instructors to note each other’s faces which would make communication and collaboration easier in the future. The interaction does not have to occur in a physical classroom; it can be through skype or other virtual conferencing platforms.

Nurse educators can also utilize the Learning Management System (LMS) tools to provide a classroom environment in an online system. The various tools provided by LMS include secure login, where only instructors and students allowed to take the course have access to it. An email system that allows communication with the instructor, as well as a file upload capability, where pdf, docx, or doc files can be uploaded to the class websites, are also some of the tools. Others include the assignment drop boxes and the assessment tools.
Online conferences should also be held from time to time especially after the completion of clinical experience so that the students can receive clear feedback about their experiences. The preceptor and various guests from the nursing profession can be invited to these sessions also to give their input. The discussion tool in the LMS should also be utilized regularly each time students participate in laboratory experiences. The students discuss their experiences, the challenges, and how they were supposed to effectively conduct various activities among other things through the discussion platform on the class website.
Finally, the nurse educator should also minimize confusion by providing regular information to students through the LMS. They can do this by posting the assignment due dates, assignment instructions, class time, and grading rubrics. This would ensure students do what is required and are always up to date with their course activities.
References
Bristol, T., & Zerwekh, J. (2011). Essentials of e-learning for nurse educators. Philadelphia: F.A. Davis Company.
Gawron, H. (2011). Blended Learning: Combining Face-to-Face and Online Education. Retrieved from https://www.edutopia.org/blog/blended-online-learning-heather-wolpert-gawron
Potter, J. (2015). Applying a Hybrid Model: Can It Enhance Student Learning Outcomes?. Journal of Instructional Pedagogies, 17.