In recent years, a perspective called “hybrid expansivism” has emerged, with the influences of new perspectives and several innovations in practice such as Engeström’s theory of expansive learning (Engeström & Sannino, 2010; Dochy, Engeström, Sannino, & Meeuwen, 2021), Siemen’s theory of connectivism (Siemens, 2005), Semler’s philosophy (Semler, 1993), and the Lumiar approach (Groff, 2013). This new perspective argues that learning for the future should have the following essential features:
- Learning is also expansive learning: learning to create new knowledge is important.
- Learner agency is key to learning processes.
- Learning is hybrid: an alternation between digital and face-to-face learning.
- A certain balance between formal (structured) learning and informal learning (a wide range of more unstructured ways of learning supported by technology and enhanced by social networking).
- A balance between acquiring basic knowledge and generic competences.
- Learning is collaborative and largely self-directed.
- Learning is based on continuous feedback (Assessment as Learning) (Dochy et al., 2021, p.10).
In the light of these findings, as an answer for the aforementioned question, high impact learning can be achieved by engaging students in good quality and high-impact educational practices preparing students to participate in a dynamic workplace and an increasingly diverse world (Arikan, Dochy & Segers, 2022).