Engaging Students Through Hybrid Learning Using an Innovative Instructional Approach: A case study from a French university

The Coronavirus pandemic has significantly affected higher education in terms of teaching and learning. Due to this crisis, academic institutions have had to navigate through different learning environments to continue educating their students. Hybridization, a combination of experiential in-class and online learning, was a way to dissolve these dichotomies. This chapter draws upon a method of hybrid learning which encompasses student-centered instructional approaches, collaborative group work, and assessment for evaluation and skill development. This case study, based in the north of France, focuses on an innovative instructional approach that uses hybridization in light of the pandemic to engage students. Through observations and student feedback collected before and after the pandemic, students have expressed their interest as well as discontent with this method. Strengths include an appreciation of the interaction and exchanges with the teacher and their peers, whereas weaknesses consist of dissatisfaction regarding the composition of group members and the vast amount of work required. This case study provides valuable insight to those who are interested in hybridization in the hope of engaging and motivating students to learn and those who face similar difficulties in a time of crisis that compromises teaching and learning in higher education.