Hybridization of Training Systems and Practices in Higher Education – HyPES

As higher education emerges from two years of distance learning management in a pandemic context, the question of hybridisation of training systems and practices is still being raised at several levels. In 2012, thanks to the European project "Hy-Sup", a typology of hybrid training environments and a self-positioning tool for teachers were created. Today, considering the changes of the last few years, it is necessary to resume this work and to design a common descriptor framework updated according to recent institutional contexts, which allows both to describe and categorise these environments, and to better understand the practices and the related training contexts among teachers and students. The objectives of the HyPES project are thus to:
(1) to update and enrich the tool and the typology of hybrid training environments created in 2012 by integrating the points of view of both teachers and students, the dimension of learning assessment and the consideration of the institutional context;
(2) to study the divergences and convergences in the conception and/or perception of these environments by teachers and students, as well as the evolution of their blended learning practices over the 3 years of the project;
(3) to understand the collective conditions under which university actors appropriate these instruments for analysing their practices, which are the result of collective research.
In order to achieve these objectives, the project will be based on quantitative (150 teachers and 3000 students), qualitative and longitudinal (45 teachers and students) research on the hybrid training practices of teachers and students in these environments. It will take into account the institutional contexts and the support policies carried out for these actors by the 4 university partners of the project. The deliverables will include an update of the typology of hybrid environments of the European "Hy-Sup" project and the resulting self-positioning tool, portraits (persona) of the actors surveyed, the formalisation of a tool-based methodology for the longitudinal monitoring of hybrid teaching-learning practices, a modelling (cartography) of the components of the institutional context on hybridisation of higher education training, and standard support scenarios for the actors (teachers and students).
This project, coordinated by French and Luxembourg university partners, will also involve Swiss and Quebec researchers, in order to strengthen its international scope and to diversify the potential investigation contexts in which these devices and practices are embedded.