As classes are increasingly returning in person, there remains uncertainty concerning the impact our transition to “back to normal” learning will have on students and faculty members.

In this petition, we advocate for SFU to provide greater hybrid learning options in their courses. This hybrid model will include:

1. Recordings of classroom instruction to be posted on canvas
2. Students can participate in classroom discussions either in person or online through discussion posts.

 A recent survey done by the SFSS found that almost 80% of respondents wanted increased components of remote learning (SFSS 2022). By providing a more accessible and flexible learning mode, the hybrid model helps alleviate concerns SFU members may currently have about in-person teaching during COVID-19. 

Several studies have noted the benefits of hybrid teaching in education (Chen & Chiou 2011; Raes et al., 2020; Kronk 2018). For example, a study done at the University of Iowa found that a blended teaching model helped boost students' grades, fewer students withdrew from their courses halfway through the semester, and fewer students stated feeling anxious by the end of their courses (Kronk 2018).

 A hybrid teaching model also allows for greater equity among students. A blended model allows individuals with disabilities to have an alternative option for learning that mitigates inaccessibility they may experience with in-person classrooms.

With March 14, 2022 recording fourteen deaths in B.C. and coronavirus cases increasing again globally, it is apparent that COVID-19 is still present in our communities. Utilizing a hybrid model allows for a smoother transition towards normalcy for our campus environment and will remain beneficial in a post-pandemic world, by allowing teaching models to be more accessible and inclusive to a wider range of individuals. The beginning of the pandemic caused us to rethink and adapt to new modes of learning. As we enter this transitionary era of increasing in-person interactions, we are also provided with the opportunity to create new formats of classroom instructions- ones that go beyond traditional models and towards more flexible and accessible modes of learning.

Work Cited:

Chen, B. H., & Chiou, H. H. (2014). Learning style, sense of community and learning effectiveness in hybrid learning environment. Interactive Learning Environments, 22(4), 485-496.

Raes, A., Detienne, L., Windey, I., & Depaepe, F. (2020). A systematic literature review on synchronous hybrid learning: Gaps identified. Learning Environments Research, 23(3), 269-290.

Kronk, Henry. (2018). “Blended Learning Is Proving More Effective than Traditional Education.” ELearningInside News, https://news.elearninginside.com/blended-learning-is-proving-more-effective-than-traditional-education/ 

Simon Fraser Student Society. (2022). SFSS Covid-19 Press Conference Brief. https://sfss.ca/sfss-covid-19-press-conference-brief/