METHODS, ACTIONS AND TECHNOLOGIES TO SUPPORT HYBRID CLASSROOM
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Published:
Jan 21, 2021
Keywords:
TRIS Project, Students with Chronic Illness, Inclusive Hybrid Classroom, Organizational-Methodological-Technological Dimensions, Educational Technology, Technology Enhanced Learning (TEL)
Main Article Content
Abstract
Hybrid Learning Spaces represent an innovative solution for inclusive education aimed at students with chronic illness. The goal of the TRIS project was the implementation of methodological approaches and technological settings to support an "inclusive hybrid class" for homebound pupils. This study presents the results reached by qualitative analyses of the interviews conducted with teachers and students involved in the experimentation. The aim of this paper is to report and discuss the elements necessary to support the new hybrid classroom.
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Articles - Special Issue
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References
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Raes, A., Detienne, L., Windey, I., & Depaepe, F. (2019). A systematic literature review on synchronous hybrid learning: gaps identified. Learning Environments Research, 1-22. doi: 10.1007/s10984-019-09303-z
Saadiah, Y., Erny, A. A., & Kamarularifin, A. J. (2010). The definition and characteristics of ubiquitous learning: A discussion. International Journal of Education and Development using Information and Communication Technology, 6(1), 117–127.
Santos, T., De Matos, M., Marques, A., Simões, C., Leal, I., & Céu Machado, M. (2016). Adolescent’s subjective perceptions of chronic disease and related psychosocial factors: highlights from an outpatient context study. BMC Pediatrics, 211(16), 1–10. doi: 10.1186/s12887-016-0748-x
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St Leger, P. (2014). Practice of supporting young people with chronic health conditions in hospital and schools. International Journal of Inclusive Education, 18(3), 253–269. doi: 10.1080/13603116.2012.679320
Strauss, A., & Corbin, J. (1994). Grounded theory methodology. Handbook of Qualitative Research, 17, 273–285.
Suris, J., Michaud, P., & Viner, R. (2004). The adolescent with a chronic condition. Part I: developmental issues. Arch dis Child, 89, 938–942. doi: 10.1136/adc.2003.045369
Trentin, G. (2015). Orientating pedagogy towards hybrid learning spaces. Progress in education, 35, 105-124.
Trentin, G. (2016). Always on education inside hybrid learning spaces. Educational Technology, 56(2), 31–37.
Trentin, G. (2017). Connettività, spazi ibridi e always-on education. AEIT, 5(6), 14–21.
Zhu, C., & Van Winkel, L. (2014). A virtual learning environment for the continuation of education and its relationship with the mental well-being of chronically ill adolescents. Educational Psychology, 36(8), 1429-1442. doi: 10.1080/01443410.2014.992393
Benigno, V., Caruso, G., Fante, C., Ravicchio, F., & Trentin, G. (2018a). Classi ibride e inclusione socio-educativa: il progetto TRIS. Milano, IT: Franco Angeli.
Benigno, V., Fante, C., Ravicchio, F., & Trentin, G. (2018b). L’effetto inclusivo delle classi ibride su studenti con patologia cronica impossibilitati alla normale frequenza scolastica. Cadmo, 2, 79-94 2/2017. doi: 10.3280/CAD2017-002009
Benigno, V., Fante, C., & Caruso, G. (2017). Docenti in ospedale e a domicilio. L’esperienza di una scuola itinerante. Milano, IT: Franco Angeli.
Benigno, V., Epifania, O.M., Fante, C., Caruso, G., & Ravicchio, F. (2016). Which technological skills and teaching strategies for inclusive education: syngergies and discordances. Paper presented at the Proceedings of the 9th International Conference of Education, Research and Innovation (pp.987-996), Sevilla, SP.
Cross, L., & Walker-Knight, D. (1997). Inclusion. Developing collaborative and cooperative school communities. The Educational Forum, 61(3), 269–277.
De Souza, & Silva, A. (2006). From cyber to hybrid: Mobile technologies as interfaces of hybrid spaces. Space and Culture, 9(3), 261–278. doi: 10.1177/1206331206289022
Forrest, C., Bevans, K., Riley, A., Crespo, R., & Louis, T. (2011). School outcomes of children with special health care needs. Pediatrics, 128(2), 303–312. doi: 10.1542/peds.2010-3347
Hod, Y., & Katz, S. (2020). Fostering highly engaged knowledge building communities in socioemotional and sociocognitive hybrid learning spaces. British Journal of Educational Technology. doi: 10.1111/bjet.12910
Hopkins, L., Green, J., Henry, J., Edwards, B., & Wong, S. (2013). Staying engaged: the role of teachers and schools in keeping young people with health conditions engaged in education. Australian Education Research, 41, 25–41. doi: 10.1007/s13384-013-0096-x
MIUR. (2003). Vademecum sul servizio di istruzione domiciliare. Retrieved from https://archivio.pubblica.istruzione.it/news/2004/vademecum.shtml
MIUR. (2019). Linee di indirizzo nazionali sulla scuola in ospedale (SIO) e l'istruzione domiciliare (ID). Retrieved from https://www.miur.gov.it/-/linee-di-indirizzo-nazionali-sulla-scuola-in-ospedale-e-l-istruzione-domiciliare
Mukherjee, S., Lightfoot, J., & Sloper, P. (2000). The inclusion of pupils with a chronic health condition in mainstream school: what does it mean for teachers? Educational Research, 42(1), 59–72. doi: 10.1080/001318800363917
Raes, A., Detienne, L., Windey, I., & Depaepe, F. (2019). A systematic literature review on synchronous hybrid learning: gaps identified. Learning Environments Research, 1-22. doi: 10.1007/s10984-019-09303-z
Saadiah, Y., Erny, A. A., & Kamarularifin, A. J. (2010). The definition and characteristics of ubiquitous learning: A discussion. International Journal of Education and Development using Information and Communication Technology, 6(1), 117–127.
Santos, T., De Matos, M., Marques, A., Simões, C., Leal, I., & Céu Machado, M. (2016). Adolescent’s subjective perceptions of chronic disease and related psychosocial factors: highlights from an outpatient context study. BMC Pediatrics, 211(16), 1–10. doi: 10.1186/s12887-016-0748-x
Seki, Y., Kakinuma, A., Kuchii, T., & Ohira, K. (2016). Why chronically ill children face challenges in regular classrooms: perspectives from nursing teachers in Japan. Child: care, health and development, 43(2), 281–288. doi: 10.1111/cch.12423
Siegel, D. J. (2001). La mente relazionale. Neurobiologia dell’esperienza interpersonale. Milano, IT: Raffaello Cortina.
St Leger, P. (2014). Practice of supporting young people with chronic health conditions in hospital and schools. International Journal of Inclusive Education, 18(3), 253–269. doi: 10.1080/13603116.2012.679320
Strauss, A., & Corbin, J. (1994). Grounded theory methodology. Handbook of Qualitative Research, 17, 273–285.
Suris, J., Michaud, P., & Viner, R. (2004). The adolescent with a chronic condition. Part I: developmental issues. Arch dis Child, 89, 938–942. doi: 10.1136/adc.2003.045369
Trentin, G. (2015). Orientating pedagogy towards hybrid learning spaces. Progress in education, 35, 105-124.
Trentin, G. (2016). Always on education inside hybrid learning spaces. Educational Technology, 56(2), 31–37.
Trentin, G. (2017). Connettività, spazi ibridi e always-on education. AEIT, 5(6), 14–21.
Zhu, C., & Van Winkel, L. (2014). A virtual learning environment for the continuation of education and its relationship with the mental well-being of chronically ill adolescents. Educational Psychology, 36(8), 1429-1442. doi: 10.1080/01443410.2014.992393