About Us: What is Hybrid Pedagogy?

Hybrid Pedagogy is an open-access, peer-reviewed journal that…

  • combines the strands of critical pedagogy and digital pedagogy to arrive at the best social and civil uses for technology and new media in education.
  • avoids valorizing educational technology, but seeks to interrogate and investigate technological tools to determine their most progressive applications.
  • invites you to an ongoing discussion that is networked and participant-driven, to an open peer reviewed journal that is both academic and collective.

For more details about the journal’s formation, see our article What is hybrid pedagogy? And for details about our peer review process.

What We Offer

For Readers

Articles on Hybrid Pedagogy are meant to challenge, inspire, and incite. The pages of this journal have been designed to help you reconsider the role of education in your life and in society. Each article should make you take a new look at how you can help people learn to take charge of their own learning process… and change how you learn, as well.

For Authors

Within our open, collaborative peer review process, authors build relationships with editors. We help authors be the best writers they can be and articles become the strongest, truest versions of themselves. We provide an engaged, international readership; articles get page views numbering in the hundreds to thousands within their first month.

For Editors

Our 11-member editorial staff enjoys a collegial environment that helps us implement and discuss critical digital pedagogy. Editors contribute to many of Digital Pedagogy Lab’s projects. HybridPod, Hybrid Pedagogy Publishing, the Generative Literature Project, and Digital Writing Month are all offshoots of our editor’s work with the journal.

Our Stance

Hybrid Pedagogy (ISSN: 2332-2098) is an open-access peer-reviewed journal that

  • is not ideologically neutral;
  • connects discussions of critical pedagogy, digital pedagogy, and online pedagogy;
  • brings higher education and K-12 teachers into conversation with the e-learning and open education communities;
  • considers our personal and professional hybridity;
  • disrupts distinctions between students, teachers, and learners;
  • explores the relationship between pedagogy and scholarship;
  • invites its audience to participate in (and be an integral part of) the peer review process;
  • and thus interrogates (and makes transparent) academic publishing practices.

Our History

Hybrid Pedagogy was launched in 2011 by Jesse Stommel and Pete Rorabaugh and offers a new academic publishing model influenced by digital culture. As a scholarly journal, we encourage participation in the composition and peer review of articles across disciplinary and professional boundaries. We use what we call “collaborative peer review,” in which members of the editorial collective engage directly with authors to revise and develop articles, followed by post-publication peer review. We invite experimentation and improvisation. See our Calls for Papers and Support the Journal pages to find out more about how you can participate in the work of the journal. In addition to our regular, peer-reviewed articles, we also have columns, editorials, announcements, CFPs, cross-posted articles, and more.

Who is Hybrid Pedagogy?

The Hybrid Pedagogy staff spans four nationalities, seven time zones, and over a dozen institutional affiliations. We collaborate to provide personal, open peer review in the spirit of Freire’s Critical Pedagogy to create a dynamic, assertive, distinctive journal that redefines the role of technology in education.

The Editorial Staff

Editorial Board