As a result of the COVID-19 Pandemic, a hybrid approach has not only thrived to guarantee continued learning in times of crisis but may well be making its way as the pedagogy of the future, even in formal school contexts (UNESCO & MGIEP, 2019; Vincent Lancrin, Cobo Romaní & Reimers, 2022). There is, however, great concern as to whether inclusive and equitable quality education can still be ensured when live face-to-face interaction is lessened when more flexible ubiquitous forms of instruction are proposed. In this paper, it is argued that if planned competently and effectively, in light of its characteristics, a hybrid pedagogical approach can bring together the best of both learning worlds by capitalising the resources available in both the physical and the virtual environments.

Is inclusive education possibile in the era of hybrid learning?

Pace, Erika Marie
2022

Abstract

As a result of the COVID-19 Pandemic, a hybrid approach has not only thrived to guarantee continued learning in times of crisis but may well be making its way as the pedagogy of the future, even in formal school contexts (UNESCO & MGIEP, 2019; Vincent Lancrin, Cobo Romaní & Reimers, 2022). There is, however, great concern as to whether inclusive and equitable quality education can still be ensured when live face-to-face interaction is lessened when more flexible ubiquitous forms of instruction are proposed. In this paper, it is argued that if planned competently and effectively, in light of its characteristics, a hybrid pedagogical approach can bring together the best of both learning worlds by capitalising the resources available in both the physical and the virtual environments.
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11386/4802911
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