Dimensions and factors to manage an hybrid classroom

In this study, a possible scenario cantered on the concept of “Hybrid Learning Space” is presented and discussed as a solution to support inclusive solutions for students unable to attend regularly school due to health problems.. In the Italian context, an Inclusive Hybrid Classroom model is developed and tested following three dimensions: 1) the methodological dimension, 2) the technological dimension and 3) the organizational dimension. During the TRIS project, 43 semi-structured interviews have been conducted and recorded with the teachers involved; the analysis of their content was carried out with the aim of identifying which conditions support a hybrid environment for distance learning with the students.