4 December 2024
The purpose of education is a question debated since antiquity. The answer is as multi-faceted and complex as human beings themselves.
We could compare it to a large ocean – immense, with its ebbs and flows, its moments of turbulence and calm – some waves have their moment and then crash onto the beach and disappear into the sand, but others become part of the depths and shallows of the waters we navigate.
Over the last decade, one such wave has been the desire to move away from a purely results driven, narrow understanding of intelligence, which consists of engorging the proverbial goose with facts and teaching to the test. The latest addition to this discussion is the book, ‘Exam Nation: Why Our Obsession with Grades Fails Everyone – and a Better Way to Think About School’ by Sammy Wright.
The Times Educational Commission’s report, which came out in 2022, is also clear that education is more about ‘kindling a flame than filling a vessel,’ as Socrates put it, and it lays out a twelve-point plan for education which aims to bring out the best in each child.
Hayley Mintern, Partner in our school practice, spoke to Linda Sanders, Independent Consultant – Social Care (Children’s & Adult Services), about the shifts and changes that affect our schools.
Do you think schools meet the needs of their students?
Schools do not, and never have, fully met the needs of all their students – how could they? If we start with the premise that a human being is unique, then it also follows that ‘an all-size fits all’ approach will never suit everyone. Ever since the first schools began, we know that there have always been children who have felt alienated, out of place or downright unhappy at even the best schools in the country.
Don’t get me wrong – there are wonderful schools which offer incredible opportunities to children. The calibre of the staff is equally amazing. So many constantly go the extra mile and are committed to bringing out the best in their pupils. However, it is undeniable that there are pupils who struggle with school life and parents who feel helpless to know how to support them.
How do you think hybrid learning could support the education sector now and in the future?
As we know, the emergence of hybrid learning—a pedagogical model that combines traditional face-to-face instruction with online learning components usually accessed from home – was initially spurred on by the COVID-19 pandemic. Since then, hybrid learning has quickly gained traction, prompting educators, students, and institutions to reevaluate its efficacy and sustainability. As we explore the implications of hybrid learning, it seems increasingly evident that this model is not merely a fleeting trend but rather a significant evolution in how education is delivered and experienced.
Hybrid learning, at its core, seeks to blend the best aspects of both in-person and online education. This model allows students to engage with course material through various formats, including live lectures, recorded videos, interactive discussions, and collaborative online activities. By integrating technology into the educational process, hybrid learning provides a more personalised and flexible experience that caters to diverse learning styles and paces. The options are rising exponentially as the technology evolves with the development of AI. This means that there are more opportunities for the most able students to turbo-charge their learning or for students who require extra support to access it through iterative learning online.
The COVID-19 pandemic served as a catalyst for the widespread adoption of hybrid learning. As schools and universities were forced to close their doors to prevent the spread of the virus, educators quickly pivoted to online platforms. What began as a temporary solution has now evolved into an enduring framework that many institutions are choosing to adopt even as in-person classes resume. The ability to reach a wider audience, facilitate self-paced learning, and accommodate varying schedules has made hybrid learning an attractive option for students and educators alike.
So, how could this be translated into schools?
Some parents and educational organisations are going one step further and introducing a new model of education which combines ‘home learning’ and school learning. This mixed model caters for children who may have anxiety about going to big schools or have other sporting or artistic commitments. It also appeals to parents who wish to have input into their children’s education, and it also offers the advantage of the socialising opportunities that a ‘school hub’ brings.
Successful examples of hybrid learning in the United States can be seen in institutions like Minerva Virtual Academy and Sophia High School. Minerva Virtual Academy employs a unique curriculum that emphasizes active learning and critical thinking. Students engage in live classes using a small-group format that encourages collaboration and discussion. The school’s innovative approach leverages technology to create an immersive learning experience. It allows students from different locations to participate, which helps to foster a global community of learners who engage with their diverse perspectives.
Similarly, Sophia High School offers a hybrid learning environment that combines online and in-person elements. The school emphasises a personalised approach, allowing students to progress at their own pace while still benefiting from direct interaction with educators and peers. The blend of synchronous and asynchronous learning experiences helps maintain student engagement and motivation, providing a model that many other institutions are beginning to emulate.
In the UK, the first UK-wide hybrid school model, led by Ambreen Baig for Duke’s schools, teaching children up to sixth form, will open its doors in September 2024. Dukes are incorporating this model. For independent schools there is the potential for this model to be incorporated into existing schooling options and thus provide a cheaper alternative for parents who wish to continue in the private school sector. International pupils may also benefit from the hybrid schooling alternative.
What are the key challenges of developing hybrid learning?
As with any new and evolving technology, there is always a gap between our readiness and preparation to reap all the benefits it can bring. I still remember many people’s absolute perplexity as to the purpose of their first ever desktop computer, using it as a glorified typewriter in the early days. Many teachers were thrust into hybrid or online learning without adequate training with varying results. To get the most out of the possibilities of hybrid learning, teachers need proper support and an understanding of how they can make use of the resources available to provide their students with a high-quality learning experience.
This means that educational leaders need to understand how they can harness the technological advances to drive forward exciting and innovative programmes. It also means that the digital divide must be closed and the disparities in access to technology and reliable internet eliminated. In a hybrid learning model, students without access to computers or high-speed internet would struggle to keep up with their peers, exacerbating existing inequalities in education. Addressing this challenge requires concerted efforts from educational institutions, policymakers, and communities to ensure that all students have access to the necessary resources.
Students, too, must be convinced of the advantages of hybrid learning, and how to maintain student motivation and accountability would be an area to be explored by educators. For some students, the autonomy afforded by online learning could lead to disengagement, but this is a challenge educators are more than able to take on. Finding innovative ways to foster a sense of community and accountability among students, such as implementing regular check-ins, group projects, and interactive activities that encourage participation are some of the solutions to these challenges.
Do you think hybrid learning has the potential to become a permanent fixture for schools?
I do. With the growing acceptance of online learning and the increasing integration of technology into the educational experience, institutions are likely to continue exploring and refining hybrid models. This evolution may lead to the development of more sophisticated learning environments that leverage artificial intelligence, virtual reality, and adaptive learning technologies to create even more personalised and engaging educational experiences.
I want to stress that I am not for one moment suggesting that technology alone can educate our students. The relationship between teacher and learner is key, as well as the social development provided by schools, but it can be an important tool. There also has to be the right balance between screen time and other activities, but perhaps in the future, students will be able to choose, with the help of their parents and teachers, their own menu of learning options, adapted and honed to their own learning styles and needs.
Hybrid learning could also serve as a bridge to lifelong learning. As the job market continues to evolve, individuals will need to adapt their skills continuously. The flexibility of hybrid learning allows for ongoing education and professional development, enabling individuals to upskill or reskill as needed continuously, often alongside demanding personal and professional commitments. This shift could lead to a more responsive and agile workforce better equipped to meet the demands of an ever-changing economy.
What are your predictions for hybrid learning in the future?
I believe it is more than a passing fad, and it will become part of the educational seascape; it represents a significant evolution in educational delivery and pedagogical practices.
The combination of in-person and online learning creates a flexible, individualised, and engaging experience for students. Despite challenges such as the digital divide and the need for effective educator training, the advantages of hybrid learning—such as increased accessibility and the possibility of a more tailored approach—far outweigh the drawbacks.
As educational institutions continue to adapt and innovate, hybrid learning is poised to play a critical role in shaping the future of education, making it an essential consideration for educators, students, and policymakers alike.
Mustafa Suleyman, co-founder of Deep Mind, writes in The Coming Wave: Technology, Power, and the Twenty-first Century’s Greatest Dilemma, “Invention is a cumulative, compounding process. It feeds on itself.” I believe that this will be the future of hybrid learning and we have only just begun to glimpse the possibilities of how to construct new educational paradigms which ensure that every child is given the opportunity to flourish through a more agile, tailormade approach.
It may well be that hybrid learning will be part of the solution towards a more person-focused education for the future.
Hayley Mintern has supported the education sector for the last ten years, providing executive search and interim and consultancy solutions to Independent Schools, Academy Trusts, FE Colleges, and Universities. Her speciality is understanding the education sector and connecting talent that is passionate about providing high quality inclusive education. Hayley has a passion for education, she is a governor for MAT working closely with the head and trust leaders to ensure excellent levels of education. She previously worked closely with England Rugby Schools to deliver inclusive sport in schools and has strong understanding of the curriculum. She joined the AQ team to further develop the schools and colleges practice and is driven by making a positive difference to the education sector through the quality of leadership appointments. You can connect with her on LinkedIn or by email.
Linda Sanders is the former Headmistress and founding Head of The Laurels School Linda Sanders, a secondary school for girls in London, which she led for 10 years. Before this, she worked in leadership roles in Spain and Peru, gaining her MA in School Leadership at the Universidad Complutense in Madrid. Linda is a founding trustee of the Association for Character Education, a Fellow of the Royal Society of Arts, Manufacture and Commerce and now the Independent Schools Association Regional Ambassador, London South Region. She is a passionate advocate of character development in education and has delivered many workshops for parents and educators and trained teachers on character education. You can connect with her on LinkedIn.