Design of Online-Merge-Offline (OMO) learning environments in the post-COVID-19 era: case study analysis

Abstract

Due to the new health restrictions imposed by the COVID-19 pandemic, The Online merge Offline (OMO) Learning wave has emerged, providing more open and immersive learning experiences. OMO learning relies on hybrid infrastructure and open educational practices to merge online and offline (i.e., physical classrooms) learning spaces together in real-time while simultaneously seamlessly teaching students in both the physical classroom and online. A systematic design of the learning environment is therefore needed by identifying relevant areas and success factors that support the design process of the OMO Learning environment, based on conceptual, human-centered, and didactic principles. This research used a collective case study analysis technique. Specifically, four international OMO learning case studies were collected and analyzed. The findings demonstrated the significance of designing an active learning environment, selecting technology-based on representational and communication needs, and preparing spaces and teachers for OMO learning. Additionally, it is found that technology limitations are persistent in the OMO learning contexts, requiring teachers to carefully reflect on their course designs and to apply instructional strategies and workarounds to maximize learning, community building, and the student experience.