Firstly, the terminology concerning the concept of Blended Learning (BL) will be examined in order to understand the hybridization of training courses, what constitutes them and their potential typologies. The translation ...
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Firstly, the terminology concerning the concept of Blended Learning (BL) will be examined in order to understand the hybridization of training courses, what constitutes them and their potential typologies. The translation of a set of terms illustrating both the origin and the evolution of concepts related to BL. Thus, "hybrid, hyflex, reverted, reversed, flipped" and their translations (hybride, inversé, reversé, comodal or bimodal) are part of a semantic issue as a generic foundation of the "hybrid-hybridation" concept, translating its plasticity, taxonomic premises and typological orientations: Blended, for "a 'balanced and harmonious' articulation of presence and distance ..." (Osguthorpe and Graham, 2003) ; but also hybrid, for 'a new entity resulting from the crossing of two others whose characteristics it takes up and reorganizes' (Charlier et al., 2006). A review of the 1995-2012 period shows definitions that outline the analyses and typologies under construction, such as the 'Hy-Sup' report (Borruat et al., 2012). In order to understand the complexity of hybridization today, we will refer to the latter (6 distinct types) and to a review of articles covering 2012-2020 (Peltier and Seguin, 2021), which reduces this diversity to 4 main categories. In the context of teacher training, this approach leads us to propose a graduated taxonomy (a basic level and 3 degrees). In terms of "Hy-Sup", these reflect the distinction between "teaching" and "learning" centered devices. Thus, we weave tenuous links between hybridization and inverted, reversed courses (Cailliez, 2017; Lebrun et al., 2017), concerning the roles, prerogatives and relationship to knowledge of the actors of teaching and learning contexts, in particular by taking account to the legacy of the French pedagogical movement known as 'Éducation nouvelle' in the beginning of the 20th century.
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