Considering user experience in smarter hybrid distance learning

Abstract

This paper discusses user experience and smarter hybrid distance learning, considering academic staff and students in higher education. Multiple challenges are faced when adapting courses to be delivered online, and these may be magnified in hybrid distance learning contexts. Establishing user requirements can be flawed and potentially misleading and while there is no easy solution to finding out what users really know or need, critically reflecting on typical digital skills and literacies in relation to aspects of learning and teaching remotely can support smarter decision making. The complex interplay between how users think of themselves versus what actually happens in real life and how to support learning and teaching in efficient ways remains a persistent challenge in digital learning. To illustrate common areas of digital literacy user experience consideration, reference is made to the on-going knowledge transfer project, Smartel Erasmus+, which concerns transfer of existing higher education courses to distance delivery models. Practical issues are discussed for key user groups, with brief attention to inclusivity of lower income, remote learners and those with special needs. Smarter hybrid distance learning is interpreted as technology-supported learning and teaching practice where learning design might incorporate fully distance learning delivery of courses for effective and efficient learning environments, delivery of content and process for learning.