As interconnected global citizens, we live a hybrid life—using an app to book tickets, an online calendar to schedule meetings, and collaborating with co-workers in person, real-time virtual spaces or by email. This agility means no time is wasted and experiences are immediate without compromising quality. Life today is liquid and flows naturally through many different modes, allowing us to simply choose the most effective one for each activity we participate in.

In this world of change, education needs to sustain its critical role in helping people forge successful careers, pursue happy lives and positively engage in society. The importance of education is a constant, but the world out there is not. We need a new approach to education that flows naturally, like modern life.

The IE Liquid Learning model does just that. It confronts this need, bringing a more humanistic attitude to these separations by bridging the divide between digital and physical to create an organic experience.

Whether online, offline, synchronous, asynchronous, in Madrid or anywhere else in the world, our Hybrid Class model gives students the freedom to flow between environments and situations. This makes the IE Experience accessible to everyone by linking curricular and extracurricular activities, cognitive and emotional approaches, and active and reflective learning, seamlessly blending them in a transformational educational journey.

Why did we develop the Liquid Learning methodology?

  • Purpose: We fulfill our PURPOSE of fostering positive change through education, research and innovation.
  • Innovation: We live and breathe INNOVATION and it inspires all of our actions.
  • People: We believe that PEOPLE are the critical foundation for a sustainable future for all.
  • Knowledge: We impart and generate KNOWLEDGE as a universal source of human development.

What are the benefits of Liquid Learning for students?

DEEPER LEARNING: As knowledge flows to our students from different channels, they become experienced at navigating any type of environment (technological, in-person, and so on).

FLEXIBILITY: By choosing how they learn, students autonomously map out their learning journey. They can pursue their professional ambitions with greater and better resources and opportunities, all the while managing their time to enjoy a richer, deeper and more motivating personal, social and cultural life.

The diversity of learning activities that are carried out in all IE programs is the core of Liquid Learning.

The types of learning activities for each program or period are chosen by the IE University Academic Directors and faculty. The selection of one learning activity over another depends on three factors: the content or skills that the student must learn, the student’s profile, and where the student is in their learning journey. This maximizes the students’ return on the effort they put into their studies.

The activities are:

1.   Lectures: Professors give organized talks to large groups of students on a specific subject in an interactive way. Lectures can take place with all students present physically, online, or a mixture of both—known as a Hybrid Class. In the Hybrid Class, some students are physically in the classroom while others are connected remotely and visible on screens in the classroom. Remote students can view the professor and their classmates, as well as the content shared on the screen via whiteboard, PowerPoint, video, etc. Remote students can continue to participate by speaking and writing in a chat box. This classroom style also incorporates the use of other dynamic tools, such as polls, breakouts and role-playing activities. The professor will monitor student progress and encourage those who fall behind.

2.    Forums: These are used for deep case study discussions and/or Q&A, in parallel with specific activities or alongside the entire course.

3.    Simulations: Simulations will be accompanied by a Q&A forum where the professor can clarify doubts and monitor student progress. The simulation will end with a reflection and a debrief conducted over VC or in a forum.

4.    Individual assignment with peer feedback: This includes detailed evaluation and will involve a final check from the professor to ensure standards are consistent.

5.    1-2-1 feedback sessions: These sessions can be attached to a specific assignment or activity, or they can be formative. If formative, the session will be preceded by the student’s own self-reflection; this may be compulsory in order for the student to gain access to the live feedback.

6.  Group coaching: This will be carried out in blocks of 30 minutes per group. It can be conducted as part of a specific project, or it can be standalone and formative.

7.  Group projects: This can be a final project to conclude the course, a large project that is developed throughout the entire course, or a small project to gain specific competencies. It will be accompanied with personalized support and feedback.