Learning Design Patterns for Hybrid Synchronous Video-Mediated Learning Environments

This article describes an innovative learning environment where remote and face-to-face full-time general upper secondary adult students jointly participate in the same live classes at VUC Storstrøm, an adult learning centre in Denmark. The teachers developed new learning designs as a part of their daily practices and also participated in a design-based research project exploring new learning designs for this environment (Weitze, 2015). The teachers’ traditional learning designs were challenged, and this led to altered pedagogical approaches with less group-work and an extensive use of monologue-based teaching. The findings were, however, that the teachers, through pedagogically innovative strategies, developed knowledge about how their pedagogical patterns in this hybrid synchronous learning situation could be supported by an array of additional educational technologies and strategies to create activating and equal learning designs for the students.