Exploring Playful Hybrid Teaching Practices in Higher Education

Insights from the Playful Hybrid Higher Education Project

Authors

DOI:

https://doi.org/10.18357/otessac.2024.4.1.360

Keywords:

Hybrid education, playful learning, blended teaching, student success, instructional guidance, higher education

Abstract

The Playful Hybrid Higher Education project [https://playhybrid.education/], based in the School of Architecture, Planning and Landscape at the University of Calgary (Canada) and funded by the Imagination Lab Foundation, explores how play and creativity can be integrated into hybrid classrooms, particularly in response to the shift to blended learning during COVID-19. Through interviews and surveys with Canadian higher education stakeholders, the project aims to provide urgently needed best practice guidance to enhance staff competency and improve student outcomes. This paper presents the preliminary outcomes of the project, with a specific focus on (re)imagining a creative blended university that fosters student success. By sharing initial findings, the paper offers inspiration on how playful and creative approaches can enrich the hybrid learning experience, ultimately contributing to a more engaging and effective higher education environment.

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Author Biography

Sandra Abegglen, University of Calgary

Sandra Abegglen is a Researcher in the School of Architecture, Planning and Landscape SAPL) at the University of Calgary, Canada with a strong interest in collaboration, co-creation and social justice. Her research focuses on online education, hybrid pedagogy, academic literacies, creative learning and teaching methods, inclusion, and identity. She is the Principal Investigator for Playful Hybrid Higher Education - and she holds the project lead for several other online education research projects. Sandra has written about her research and teaching practice in a variety of books and journals, and she has presented her work nationally and internationally. She has been awarded for multi- and interdisciplinary work with the Team Teaching Award 2020 by the University of Calgary and the Collaborative Award for Teaching Excellence (​​CATE) by AdvanceHE 2022.

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Published

2024-11-23

Issue

Vol. 4 No. 1 (2024): OTESSA Conference Proceedings

Section

Research

License

Copyright (c) 2024 Sandra Abegglen, Mia Brewster, Sarah Wilkins

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