By Luisa Canuto, Brianne Orr-Álvarez, and Jennifer Nagtegaal
A two-year collaborative project in the Department of French, Hispanic and Italian Studies (FHIS) has reimagined how students learn French, Italian, and Spanish, creating a sustainable hybrid model now shaping the future of language instruction at UBC.
“Hybrid courses are about more than just convenience—they’re about empowering students to take ownership of their learning, build intercultural awareness, and connect meaningfully through language.”
Today’s students are masters of multitasking—juggling part-time jobs, extracurricular activities, health and wellness routines, personal responsibilities, and a social life while pursuing their degrees. In response to these developments and the post-pandemic advances in technology that have made online and hybrid learning more engaging and accessible, universities are exploring new ways to create more flexible and meaningful learning experiences. This September, our students and instructors were able to take full advantage of this shift with ten redesigned Beginner- and Elementary-level French, Italian, and Spanish language courses now offering a hybrid format that blends independent online learning with dynamic in-person collaboration, giving students and instructors more control over when and how they teach and learn.
Collaboration
Over the past two-and-a-half years, Drs. Luisa Canuto and Brianne Orr-Álvarez, Associate Professors of Teaching, supported by Dr. Magali Blanc, Lecturer of French, and recent FHIS PhD recipient and Project Manager, Jennifer Nagtegaal, have reimagined FHIS’ Beginners’ and Elementary language offerings. They developed ten hybrid courses that combine the flexibility of asynchronous online learning with the structure and community of in-person classes. The success of the collaborative project has also hinged on the willingness of some experienced language instructors to pilot the hybrid courses in their various stages of design and redesign.
The collaboration between different instructors has provided the opportunity to pilot and evaluate different asynchronous models and materials—such as H5P activities, instructional grammar videos, grammar quizzes and infographics, interactive vocabulary pages and cultural activities created with the support of Academic Assistants as well as staff from Arts ISIT—and then land on the solution that better responds to the unique needs of each language program. The project also counted on the participation of numerous Graduate Teaching Assistants (GTAs) working in more varied and flexible roles, from leading small in-person weekly tutorials to supporting asynchronous online discussions.
Evaluation
“The overwhelming majority of students in the hybrid courses would likely choose this option if offered in other courses in the future.”
A robust evaluation plan gathered feedback from students, GTAs, and instructors on the educational value of the hybrid model, and on its various iterations across languages and levels. One student of Beginners’ Italian noted that they appreciate the flexibility offered by the hybrid model, further remarking, “I also enjoy the video modules online where I am able to learn and write down the information at my own pace while pausing the video.” A student of Elementary Hybrid Spanish also appreciated the flexibility of the course and, even more, the autonomy that the courses provided them: “I prefer to lead my own learning, so an asynchronous day works better for me, as I can control my learning speed.”
As reported in the surveys, hybrid language courses afforded more flexibility in schedule, additional independence of study and practice on listening and reading skills, and more meaningful interactions in class, where time was focused on language production for the development of both writing and speaking skills. Commuter students, student athletes, and students in programs with substantive course loads, such as music or applied science, seem to particularly benefit from our first- and second-year hybrid courses.
For example, in the words of a commuter student, the availability of hybrid courses proved particularly appealing considering that it offered the opportunity to both learn on their own and also “engage with peers in class and bring questions to lecture”.
Survey results also show that students appreciate being able to first access and review material on their own time, as this process helps them develop a good level of confidence in reading comprehension and intercultural skills—evidence that independent learning can complement, rather than replace, live conversation and cultural exploration.
As revealed by the survey data, this Teaching and Learning Enhancement Fund (TLEF) project met its goal to provide an alternative to the standard language courses and respond to the needs of students from within and outside the Faculty of Arts, looking for engaging and accessible educational experiences which combine personalized support with face-to-face group instruction. Even more reaffirming is that the overwhelming majority of students in the hybrid courses would likely choose this option if offered in other courses in the future.
Future developments
“Independent learning can complement, rather than replace, live conversation and cultural exploration.”
The department’s focus groups and course evaluations have generated valuable insights about how to balance asynchronous and synchronous learning, foster academic integrity in digital spaces, and cultivate community across different language disciplines and course formats. These lessons are helping FHIS refine its hybrid model to meet students’ evolving needs, especially as technologies such as generative AI reshape academic integrity and assessment practices. According to one instructor, the hybrid model has even sparked interest and praise from UBC’s Centre for Accessibility due to the increased flexibility and learner autonomy, particularly with respect to time spent on learning and engaging with digital materials, and attention to diverse learning needs.
Looking ahead, the department plans to extend the model to accelerated Italian Beginners’ language courses in the 2025–26 academic year, giving even more students access to flexible, high-quality language learning. Materials and resources developed through this project will continue to benefit both hybrid and in-person classes at the 100- and 200-levels, and will even help define what fully online learning will next look like in FHIS.
Ultimately, the new FHIS hybrid courses are about more than just convenience—they’re about empowering students to take ownership of their learning, build intercultural awareness, and connect meaningfully through language.
