Educational (di)stances: reimagining ELT in hybrid learning-teaching environments

Elena Intorcia


The outbreak of Covid-19 pandemic abruptly forced educational institutions worldwide to turn to distance learning to keep the educational process going on. The need to use digital resources in the daily teaching and learning practice has inevitably obliged educators at large to think about education in new ways.

How can high quality learning, envisaged by the United Nations 2030 Agenda as the fourth Sustainable Development Goal, be ensured to students when working in a hybrid environment? What is the students’ own perception of blended, hybrid and/or of totally online classes? Which contribution can the latest cognitive neuroscience research give to designing effective learning environments, both in-presence and remotely?

The teaching profession needs to be profoundly rethought and teachers, as professionals in the field of education, should focus not only on what their students learn, but also on how the learning process can be mediated and boosted, thus prioritizing the authentic nature of any educational institution.

Parole chiave

academic teaching; learning; student engagement; curriculum design; hybrid classes

Full Text


Riferimenti bibliografici

Alawamleh M., Mohannad Al-Twait L., Al-Saht G. R., 2020, “The effect of online learning on communication between instructors and students during Covid-19 pandemic”, in Asian Education and Development Studies, Emerald Publishing Limited. Retrieved from

Bloom B., Englehart M., Furst E., Hill W., & Krathwohl D., 1956, Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain, New York and Toronto, Longmans, Green.

Brandes D., Ginnis P., 1986, A Guide to Student Centred Learning, Oxford, Blackwell.

Built Environments Learning and Teaching Group, 2021, “Guidance for Dual Delivery”, The University of Melbourne. Retrieved from

Burnard P., 1999, “Carl Rogers and postmodernism: Challenged in nursing and health sciences”, in Nursing and Health Sciences, 1, pp. 241–247.

CAST, 2018, UDL and the learning brain, Wakefield, MA. Retrieved from

CAST, 2019, UDL Guidelines, Version 2.2. Retrieved from

Chen P., Lambert A., Guidry K., 2010, “Engaging online learners: The impact of web-based learning technology on college student engagement” in Computers & Education, 54, pp. 1222–1232. doi: 10.1016/j.compedu.2009.11.008.

Crowther, P., 2013, “Understanding the signature pedagogy of the design studio and the opportunities for its technological enhancement”, in Journal of Learning Design, 6, pp. 18-28.

FutureLearn, “Blended and Online Learning Design. The Conversational Framework”, (last access 02.08.2021).

Gardner H., 2013a, October 16, “Multiple intelligences are not learning styles”. Retrieved from

Gardner H., 2013b, “Frequently asked questions. Multiple intelligences and related educational topics”. Retrieved from

Gardner H., 2000, “Can Technology Exploit Our many Ways of Knowing?”, in D. T. Gordon (ed.), The Digital Classroom: How Technology Is Changing the Way We Teach and Learn, Cambridge, MA, Harvard Education Letter, pp. 32-35.

Gardner H., 1983, Frames of Mind: The Theory of Multiple Intelligences, New York, Basic Books.

Hartnett M., 2016, “The importance of motivation in online learning”, Motivation in Online Education, Springer, Singapore, pp. 5-32.

Hoidn S., Klemenčič M. (eds.), 2020, The Routledge International Handbook of Student-Centered Learning and Teaching in Higher Education, New York and London, Routledge.

Kemp J. E., Morrison G. R., Ross S. M., 1998, Designing Effective Instruction, Prentice-Hall, Upper Saddle River, II ed.

Kinash S., Knight D., McLean M., 2015, “Does digital scholarship through online lectures affect student learning?”, Journal of Educational Technology and Society, Vol. 18 No. 2, pp. 129-139.

Klemenčič M., 2015, “Student involvement in quality enhancement”, in Huisman J., de Boer H., Dill D., Souto-Otero M., (eds.), The Handbook of Higher Education Policy and Governance, Palgrave Macmillan, Basingstoke, Hampshire & New York, NY, pp. 526-543.

Klemenčič M., 2017, “From student engagement to student agency: conceptual considerations of European policies on student-centered learning I higher education”, Higher Education Policy 30 (1), pp.69-85.

Klemenčič M., 2018, “The student voice in quality assessment and improvement”, in Hazelkorn E., Coates H., McCormick A. (eds.), Research Handbook on Quality, Performance and Accountability in Higher Education, Edward Elgar Publishing, Cheltenham, pp.332-343.

Knowles M., 1975, Self-directed learning: A guide for learners and teachers, Chicago, Follett Publishing Company.

Laurillard D., 2020, “Long-term implications for digital university education”. Retrieved from

Laurillard D., 2012, Teaching as a design science. Building Pedagogical Patterns for Learning and Technology, New York and London, Routledge.

Laurillard D., Ljubojevic D., 2010, “Evaluating learning designs through the formal representation of pedagogical patterns”, in Christian Kohls, Joachim Wedekind (eds.), Investigations of E-Learning Patterns: Context Factors, Problems and Solutions, pp.86-105, IGI Global.

Laurillard D., 2008, “The teacher as action researcher: Using technology to capture pedagogic form”, in Studies in Higher Education, 33 (2), pp.139-154.

Laurillard D., 2002, Rethinking University Teaching. A conversational framework for the effective use of learning technologies, New York and London, Routledge.

Laurillard D., 1983, “Balancing the Media”, in Learning, Media and Technology, 19 (2), pp.81-93.

Lea S.J., Stephenson D., Troy J., 2003, “Higher Education Students’ Attitudes to Student Centered Learning: Beyond ‘educational bulimia’”, in Studies in Higher Education, 28 (3), pp.321-334.

MacHemer P. L., Crawford P., 2007, “Student perceptions of active learning in a large cross-disciplinary classroom”, Active Learning in Higher Education, 8 (1), pp.11-31.

Meyers A., Rose D. H., Gordon D., 2014, Universal Design for Learning: Theory and Practice, Cast Professional Publishing.

O’Neill G., McMahon T., 2005, “Student-centred learning: What does it mean for students and lecturers”, in Emerging issues in the practice of university learning and teaching I, Dublin, AISHE.

Redmond P., Heffernan A., Abawi L., Brown A., Henderson R., 2018, “An Online Engagement Framework for Higher Education”, in Online Learning, 22 (1), pp.183-204. doi:10.24059/olj.v22i1.1175.

Shan S., Li C., Shi J., Wang L., Cai H., 2014, “Impact of effective communication, achievement sharing and positive classroom environments on learning performance”, Systems Research and Behavioral Science, Vol. 31 No. 3, pp. 471-482.

Taylor P.G., 2000, “Changing expectations: Preparing students for flexible learning”, in International Journal for Academic Development, 5 (2), pp.107-115.

doi: 10.1080/13601440050200716.

UNC Charlotte, 2020, “Blended and Hybrid Learning”,

University of Washington Centre for Teching and Learning, 2021, “Engaging Students in Learning”,



  • Non ci sono refbacks, per ora.

Questo sito utilizza Cookie

Questo sito utilizza solo cookie tecnici, propri e di terze parti, per il corretto funzionamento delle pagine web. Informativa privacy