Hybrid Learning Using Canvas LMS

Al-Ataby, Ali
(2021) Hybrid Learning Using Canvas LMS. European Journal of Education and Pedagogy, 2 (6). 27 - 33.

This is the latest version of this item.

[img] Text
ejedu_180.docx - Accepted Version

Download (718kB)


<jats:p>Hybrid learning refers to the learning style where online components are used to replace some face-to-face elements of the course. In the current era, where COVID-19 pandemic has highly impacted higher education, online and remote forms of learning have become critical success factors to deliver engaging and rich teaching and learning experience to the students. With the partial return of face-to-face interaction with the students this year after easing restrictions, universities have no choice but to offer hybrid learning experience. In the journey towards this type of learning, a transition in both pedagogy and vehicle (tools) is inevitable. Hybrid learning pedagogy has been in literature for many years now and many institutions worldwide have enough experience to run courses and programs as a hybrid model. For the vehicle, a number of tools are necessary to facilitate delivery, but the most important tool is obviously the learning management system (LMS). Canvas LMS is now considered one of the most commonly used electronic learning systems, offering a large number of features and options to make teaching and learning easier and effective for both teachers and students. In this paper, two hybrid learning models are proposed. An example of implementing one of the two models using Canvas LMS and other supporting tools is provided. Anecdotal student feedback has shown that the students were highly engaged and their experience has been improved as a result of the hybrid delivery format.</jats:p>

Item Type: Article
Divisions: Faculty of Science and Engineering > School of Electrical Engineering, Electronics and Computer Science
Depositing User: Symplectic Admin
Date Deposited: 23 Nov 2021 13:32
Last Modified: 06 Jun 2022 07:10
DOI: 10.24018/ejedu.2021.2.6.180
URI: https://livrepository.liverpool.ac.uk/id/eprint/3143655

Available Versions of this Item