Benefits, challenges and design guidelines for synchronous hybrid learning: A systematic literature review

More and more universities invest in technology-enhanced learning which also raises the question of how these learning environments can be shaped to be as effective as possible. A specific type are the synchronous hybrid learning environments in which students simultaneously attend face-to-face and remotely/online. These new settings ask for a redefinition of the instructional design. As been mentioned in the review of Boelens, De Wever and Voet (2017) there is lacking research that outlines a design framework for blended learning environments, which is why teachers are still struggling with the implementation of it. Although Boelens et al. (2017) put forth key challenges and guidelines for blended learning in general, this study specifically focuses on synchronous hybrid learning environments, which have not yet been investigated in the field. This paper reports on a systematic review in progress. In line with the PRISMA statement, we first identified 279 relevant studies, of which 203 were directly excluded by abstract screening. This leaves about 27% for further assessment. Based on preliminary results, we can state that most studies deliver benefits and challenges which often result in the formulation of certain design principles. In addition, not much attention is spend on socio-emotional characteristics like student engagement. Given that limited studies have been done on the design and effectiveness of synchronous hybrid learning, there is a need for further research.status: accepte