The advent of hybrid learning models, which blend traditional face-to-face instruction with online components, has transformed the landscape of education. This shift has opened new doors for student engagement, particularly in second language acquisition, where interaction, practice, and cultural immersion are key to success. One such example is the hybrid Intermediate Chinese Language course offered by Kent State University in partnership with Brecksville-Broadview Heights High School. This innovative approach has allowed students to bridge the gap between high school and college while also fostering a dynamic, collaborative learning environment.
The Creation of the Hybrid Chinese Language Course
The initiative to create a hybrid language course began in December 2023 when the principal at Brecksville-Broadview Heights inquired about the possibility of offering Kent State's College Credit Plus (CCP) program through online delivery for high school students. This request set off a collaborative effort among faculty and administrators at Kent State University to design a model that would allow high school students to continue their studies in Chinese while participating in a university-level course.
By January 2024, the course was set into motion. Kent State’s Instructor Hui Yu, who teaches Chinese, was enthusiastic about the challenge and readily embraced the opportunity. With the support of her colleagues and the university’s technology department, the team set up the hybrid structure, offering both in-person and remote participation. The result: a hybrid course that blends traditional classroom activities with virtual sessions for students located at Brecksville-Broadview Heights High School.
The Hybrid Classroom: A Bridge Between High School and College
The hybrid format not only provides high school students with the opportunity to take college-level courses, but it also fosters a sense of community between college students and high school learners. This interaction enriches the educational experience, as both groups bring different perspectives, experiences, and learning styles into the classroom.
Instructor Yu, who teaches the course, describes the hybrid format as a "bridge" that connects Kent State students with local high school students, allowing them to learn from one another. In this format, students are not only practicing Chinese in the traditional classroom sense—by engaging in conversation, reading, and writing—but they are also interacting with peers from different age groups and academic backgrounds. The collaborative nature of the course is a clear advantage, as students benefit from a wider range of perspectives and learning experiences.
Student Feedback: A Positive Experience
The hybrid format has already received positive feedback from students. The mix of in-person and remote learning allows for flexibility, while still ensuring active engagement with the course content.
One student remarked, "I always enjoy the class, and the professor is always making sure that everyone is doing well. She always makes sure that everyone has a chance to speak and express their view on the lesson. She also makes sure everyone understands the material and offers extra help." This highlights the importance of creating an inclusive environment in hybrid settings, where all students—whether remote or in-person—feel supported and valued.
Another student noted the advantages of the hybrid model for language practice: "The hybrid format is perfect for practicing all aspects of the language, including reading and writing as well as listening and speaking. In-class discussions have allowed me to practice my conversational skills, an opportunity that asynchronous class would not have offered." The interactive elements of the course, such as live discussions and language practice, are crucial for language acquisition, especially in a second language like Chinese, where speaking and listening skills are vital to fluency.
However, as with any new learning modality, there are challenges. One student acknowledged occasional technical difficulties but was quick to praise the support provided by Kent State's technology department, which worked quickly to resolve any issues. This level of responsiveness is essential to ensuring that the hybrid model remains a viable and effective option for students.
The Role of Faculty Support
Faculty involvement is also key to the success of the hybrid learning model. In the case of Instructor Yu’s course, students have expressed how much they appreciate her personal commitment to their success. One student shared how grateful they were for Professor Yu’s dedication, particularly in helping them transition from learning traditional Chinese characters to simplified ones. "Professor Yu took the time to sit with me and really understand where I was coming from... She broke everything down into manageable steps and gave me strategies to help me adjust to simplified characters."
This personalized support is especially important in a hybrid classroom, where some students may feel disconnected or isolated due to the remote aspect of the learning environment. By actively fostering one-on-one connections and ensuring that students' needs are met, Instructor Yu exemplifies how a faculty member can successfully guide students through the complexities of both language learning and hybrid education.
The success of the hybrid Intermediate Chinese course is a promising example of how hybrid learning can enhance second language acquisition. It not only allows students to continue their studies despite geographical constraints, but it also enriches their educational experience by fostering collaboration between different student groups. The hybrid model opens new possibilities for language learners, particularly in a world where cultural exchange and global communication are increasingly important.
Looking forward, the hope is that this hybrid course can serve as a steppingstone to expand language offerings and recruit more local students interested in learning Chinese and exploring Chinese culture. As the hybrid classroom model continues to evolve, it could potentially be adapted to other languages and educational contexts, providing a blueprint for future initiatives.
In conclusion, the hybrid classroom offers a flexible, engaging, and collaborative environment for second language learners. By integrating technology with traditional teaching methods, it creates a dynamic space where students can practice language skills, interact with diverse peers, and receive personalized support. As this model grows and matures, it will undoubtedly continue to shape the future of language education, offering exciting new opportunities for both students and educators alike.