**3. Common understandings**

The term technology-enhanced learning is introduced to describe technologies for teaching and learning in the last few decades. It is a broader term which has a lot of branches as e-learning, online, blended, flipped learning and so on. On the other side the traditional education or so-called learning in-person, distance learning has a longer history. The main question is what design to use digital immigrants to motivate digital natives in the extreme situation as a pandemic?

To answer is necessary to establish a common language (**Figure 1**).

**In-person education or traditional classroom**- means synchronous learning in a physical classroom when everyone is present. The educators provide new knowledge.

**Distance learning** describes the asynchronous process of learning. There is no contact between learners and educators. In the beginning, there is no limit to media. In the last twenty years usually, it means that everything is done through a learning management system. The initial effort of design, development of this type of education is more time-consuming.

**Figure 1.** *From traditional to flipped education. Deliver mode: in-person or online.*

**Figure 2.** *Forms of education.*

**Online learning** is a way of learning where most of the activities are done over the Net. In the pandemic days when most of the courses are online, this definition could be specified.

**Blended learning** is an approach to education that combine in-person and online modes. It was also known as hybrid learning. In the pandemic period, hybrid mode changes its meaning. **Hybrid learning** merges in-person and online learning synchronously. It happens when some of the learners are presented in the classroom and others are over the Internet.

**Flipped learning** and **Flipped classroom**– learners have direct access to knowledge, and they work at their own pace independent on time and place. Teachers serve

### *Lessons Learned in a Hybrid Environment DOI: http://dx.doi.org/10.5772/intechopen.102575*


**Table 2.**

*Forms of education and main indicators.*

as mentors. Both have their contact moments in a classroom and educators can go deeper into the learning material [18–22].

The broadest definition of **e-learning** is learning facilitated by information and communication technologies, regardless of which stage of the process: preparation, implementation, delivery, management [23]. It is the more common term. Nowadays most common understanding is that a learning management system (LMS) is in use. In general, e-learning supports any form of education. The design of e-learning courses depends on the goal and abilities of educators.

All terms above are well-known. They are structured in **Figure 2**. The selected criteria from the left side relate to the conditions in the pandemic.

The last column describes the newly introduced form of education—Hybrid Flipped Education. It meets a different type of delivery and the most important support flipped classroom—the most motivating way of learning for digital natives according to the latest research (**Table 2**) [13, 18–22].

The learners' satisfaction increases in a flipped classroom. It is the phenomenon, observed by the author as well. The learning activities in flipped learning could be mixed project-based or case studies. They challenge the learners and develop their topic-oriented skills and knowledge as well as a wide-range of soft skills such as critical thinking and creativity.

In **Figure 2**, the most significant forms of education are presented. In the middle, the most supportive—e-learning. At the base of the triangle, there are two founders: in-present learning—footwear on the left and distance - footwear on the right. Going through the prism of e-learning and new approaches to motivate learners—the result in hybrid flipped learning.

Educators need to know their learners. Approaches in the learning process may be different, but the main thing is to strive to motivate learners with intriguing challenges. Working on real projects in a competitive environment is one of the most motivating [24]. Learners work at their own pace and teachers are just mentors. Creating such assignments requires effort on the part of the educators. Cooperation with business helps.

### **4. Course design**

Course design starts with its syllabus and definition of learning outcomes. In the era of competency development, there are several standards as European Qualification Framework, e-CF and. At the beginning of the learning design process, the competence definition is the objective [25]. During the process of learning design, the competence behaviors are associated with the learning activities. During the assessment, the competence behaviors are used as the measurable indicators of learning progress. After the process, the learning outcome is the extent to which the competence is acquired (**Figure 3**).

After defining the competencies, accurate targeting with appropriate tools follows. The initial requirements for the course are defined, i.e. the minimum knowledge and skills before upgrading. The next step is knowing learners. In higher education, it can begin with knowledge of their personalities according to the Myers-Briggs methodology (**Figure 4**). There are 16 types, arranged in 4 groups. The test, which follows Myers-Briggs' methodology, returns four letters that determine whether a person is Introverted or Extroverted, Intuitive or Observant, Thinking or Feeling, Judging or Prospecting, Assertive or Turbulent.

The main benefits of knowing the personality type are in group work and the distribution of learners according to their type in a group. The goal is to have a normal distribution of all types and especially not to have two or more leaders in a group, in opposite case collisions occur.

Equipping learners with appropriate tools and challenging them is next in the course.

Design thinking is a very powerful tool in various fields [26, 27]. It is a non-linear process with 5 stages (see **Figure 5**).

One of the tools wish to support the process is Bono's thinking heads (**Figure 6**), which can be associated with the stage of the design thinking process.

The tools especially for:

Empathy one as an empathy map. The responsibilities are to the Blue and Whitehats.

Define and Ideate stages could be covered by Green, Yellow, Red and White. Tools here are:


**Figure 5.** *Integrated design [26].*

**Figure 6.** *Bono's thinking heads.*


Prototyping—Blue, Black, White and Red hats. Possible tools are:

*Lessons Learned in a Hybrid Environment DOI: http://dx.doi.org/10.5772/intechopen.102575*


Testing—Blue, Black and White. Tools could be:


There are a lot of free or academic purposes tools for collaborative work. That means that learners can work together at the same place or from distance.

## **5. Activity design**

The key to setting challenges is the clear instructions that learners need to receive: What the goal is, what is expected as a result, and how they will be assessed. It is important to see the real contribution, to be an important topic for them, to be able to empathize with it, regardless of their inner attitudes. And most of all to have fun in the process of work.

One example for Activity Design is presented in **Table 3**. The Abstract is not necessary to be. It is a summary of the full activity.

Efforts to design a course are great, the results are important in the eyes of motivated learners.

### **6. Conclusions**

The isolation, the digital natives and the lack of in-person courses give birth to a new form of learning and teaching. The educators as digital immigrants have to see


### **Table 3.**

*Examples for activity design.*

insight into the situation and apply. The learning experience design takes a significant role in rethinking the course/training design in the hybrid environment. Nowadays, understanding learners' needs is most important for training design and to motivate them.
