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The discussion guides you through the comprehensive journey from conceptual foundations, through design strategies, to practical implementations. Rather than merely summarizing these contributions, this discussion will frame them through a micro-ecological lens, positioning hybrid education as a dynamic, co-evolving system involving learners, teachers, tools, pedagogies and spaces (Borge & Mercier, 2019; Damşa et al., 2019; Markauskaite et al., 2023). The micro-ecological perspective views hybrid education as a dynamic, interconnected ecosystem where learning unfolds across multiple social planes: the individual, the small group, and the broader classroom community (Dillenbourg, 2013). Unlike traditional approaches that focus on isolated cognitive processes or group collaboration, this perspective acknowledges that learning is distributed across these interconnected levels.

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Toward an Integrated Understanding of Designing for Hybrid Learning and Teaching

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  • 发表日期：

    2026年

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  • Annelies Raes

摘要

The discussion guides you through the comprehensive journey from conceptual foundations, through design strategies, to practical implementations. Rather than merely summarizing these contributions, this discussion will frame them through a micro-ecological lens, positioning hybrid education as a dynamic, co-evolving system involving learners, teachers, tools, pedagogies and spaces (Borge & Mercier, 2019; Damşa et al., 2019; Markauskaite et al., 2023). The micro-ecological perspective views hybrid education as a dynamic, interconnected ecosystem where learning unfolds across multiple social planes: the individual, the small group, and the broader classroom community (Dillenbourg, 2013). Unlike traditional approaches that focus on isolated cognitive processes or group collaboration, this perspective acknowledges that learning is distributed across these interconnected levels.