A Model for Fostering Learning Interaction in Hybrid Classroom based on Constructivism Theory

In higher education, the pandemic has caused a dramatic disruption. Due to the disruption, educators are changing their conventional perspectives to reshape the teaching practices. Educators are now relying more on technologies for delivering lecture materials, interaction design, assessment, and engagement detections; and therefore, the conventional active learning models for learning interaction design became hard to implement, particularly in hybrid classrooms. This paper kept three key aspects of education: active learning, learning interaction, and hybrid classroom in the center spots; and explored the pedagogical changes that the higher educational institutions worldwide are experiencing. This article discusses the critical aspects of education under pandemic, including distance learning technologies, learning interaction, hybrid classroom, and learner-centric education. Based on the constructivism learning theory, a model called AL-TST (Active Learning-Theory, Strategy, Technology) for increasing learning interaction and bridging the gaps between real space (i.e., in-class learning), virtual space (i.e., electronic learning), and hybridization space (i.e., hybrid learning) is proposed and discussed.