Success Project

This could potentially improve access to WIL in various areas, with three main examples emergent from partner HEIs in this study and case study literature: i. Group projects working with industry evident in a number of partner institutions. ii. Physical simulations or student run enterprises, with some industry involvement, perhaps in assessment or presentation to industry (see case study on UP Campus Tours). iii. Virtual simulations software with industry involvement in design. iv. Adopting the following best practice approach of some of the pioneering work in designing hybrid learning. 28 According to Mosca et al. (2010: 14), “A goal of hybrid course design may be to blend the benefits of the direct instruction format with the guided discovery approach. As evidenced with this paper, the proper use of technology for the online component and carefully structured in-class design may provide a hybrid course structure that encompasses the benefits of both approaches”. The trainings of the SUCSESS project thus explored the possibilities of developing a hybrid approach linked with experiential learning. This was firstly necessitated by the COVID-19 restrictions (Graham, Ellerby & Dinsdale, 2022) but also as a way of overcoming some of the challenges within the South African context, in particular, to explore how the hybrid approach could potentially be employed to bridge the gap between capacity and student numbers in South African. The exposure therefore to potential approaches of non-immersed hybrid learning became a focus for some of the training workshops. For instance, lecturers of Haaga-Helia UAS have successfully implemented design sprints for Chinese students online (Konttinen & Moilanen, 2023). The concepts of hybrid and blended learning are often used synonymously. Whilst both approaches to teaching and learning comprise online forums, there are some major differences between the approaches. In hybrid learning, students can choose to attend a physical class or to follow the class on a screen from any remote location. Thus, hybrid teaching offers the students flexibility and accessibility. Hybrid learning seeks to strike a balance to generate the best experience for students’ different needs via a variety of possible learning techniques (Shiano, 2021). Even though hybrid learning is often appreciated by students as it affords students the luxury of choosing where and how to engage in a lesson, for the teachers, hybrid teaching is often stressful as they teach remote and in-person learners at the same time using technology such as MS Teams or Zoom. Generally, if the lesson involves traditional lecturing, this multi-forum teaching method works however, if the class involves group work and discussions, this is very challenging and is only made possible when a teacher facilitates the work with students that are online and another facilitates the work in the classroom. One teacher rarely has time to do both. The following challenges have been identified related to hybrid teaching and learning: i. Student engagement (how to offer the same learning experience to students in class and attending remotely) ii. Technical problems both in class and among students attending remotely iii. Challenges with collaborative activities (can be overcome with students working with the same whiteboard in class and remotely)

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