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Hybrid teaching

Through hybrid teaching formats, the experience gained using digital media and online elements can be applied in future teaching, combined with presence teaching. The individual formats can be adapted according to your teaching content and learning objectives. "Hybrid courses" enable "thinned-out campus operation" (synchronous hybrid or alternating hybrid mode) on the one hand, and a coherent interlocking of classroom and online teaching (blended learning) on the other.

Safety measures such as distance regulations still require limited campus operation. Synchronous hybrid and alternating hybrid modes as well as mixed forms of these variants are suitable approaches to help reducing the number of students on campus.

Possible examples are:

  • Synchronous online units are held via Microsoft Teams for the entire group (e.g. to teach basic knowledge) and are complemented with sessions in small groups on campus.
  • Parts of the course are held in the synchronous hybrid mode (meaning in presence, but simultanously being streamed), but additional sessions in small groups are offered to deepen the contents.

Synchronous hybrid mode

The synchronous hybrid mode provides one possibility how you can design your courses in the hybrid semester. The course is held on campus for one part of the participants - as many as are allowed to be present in the classroom according to hygiene standards. At the same time, the course is streamed for all students who cannot be present.

Suitable for ...
  • Input-heavy courses
  • Settings with little interaction between teachers and students
  • No or just a few scheduled group activities
  • Time saving especially for input-heavy designs
  • Videos can be edited afterwards and used for long-term purposes
  • Only possible with streaming equipment
  • Solid internet connection required on the part of the students
  • The presence of students in the classroom must be organized (How many students are allowed to physically attend the course?)
  • Please keep in mind that it is challenging for the students who attend the course online to follow attentively for a long time. Hence, you should plan a short activity after approximately 20 minutes of presentation. Suitable activities are reflection questions and/or short surveys, e.g. via mentimeter. All participating students can easily answer these surveys via smartphones/computers.
  • Student questions during the course can be collected easily during the Q&A function of many tooly (e.g. Q&A slide from Mentimeter). This way, all students can see the current questions and you can react to them.
  • In this setting, group work should preferably take place outside the actual course unit. For this purpose, inform the students about the composition of the groups as well as the tasks in advance via MyLEARN so that students can contact each other via teams. The results of the group work can then be discussed in the course.

Alternating hybrid mode

With alternating hybrid mode, the overall attendance time of the course is divided between two or more student groups, so that the teacher conducts all units, but alternating student groups are present in the classroom. Students work independently on content that cannot be covered in class.

Content delivery is shifted to the online part and students acquire content with the help of videos and appropriate self-learning materials. The in-class lecture can then be used more intensively to clarify questions, carry out practical exercises and promote the exchange between students (= Inverted or Flipped Classroom Model, see Further links).

Suitable for ...
  • Application-related contents and tasks
  • Settings that require a lot of exchange amongst students or between teachers and students
  • Courses for which self-study materials and videos are already available and/or self-study phases are scheduled
  • Face-to-face exchange between students and/or between students and lecturers is possible
  • Sustainable course planning: An Inverted Classroom/Flipped Classroom design can be implemented in a very similar way in future "normal" semesters
  • The preparation of well-structured self-study materials is time-consuming

The following options are imaginable, for example:

Alternate units

The groups alternate in the presence units, e.g. group A is present at appointment 1, group B at appointment 2, group A at appointment 3, ...


Two-hour course (=22,5 contact hours)

  • 70% of the content is taught via lecture casts, assignments, readings
  • 30% of the content is taught in presence by splitting the class into three groups with 10 participants each

Total time for students: 5x90 minutes in presence
Total time for teachers: 15x90 minutes in presence

Block units

Students prepare specified thematic blocks in self-study. At the end of each block, there is a presence unit for each student group.


Two-hour course (= 22 hours in presence, partially blocked)

  • Thematic block 1 is conveyed via lecture casts, assignments, readings
  • Sessions in presence:
    • Week 1: Group A + teacher 3 hours in presence
    • Week 2: Group B + teacher 3 hours in presence
  • Same procedure for thematic block 2 and 3
  • Exam in presence:
    • Group A + teacher 2 hours
    • Group B + teacher 2 hours

Total time for students: 11 hours in presence
Total time for teachers: 22 hours in presence

  • This format works best if the students are well prepared for the classroom sessions, hence, it is advisable to include short quizzes at the beginning of the classroom session (e.g. in the form of tasks on MyLEARN, which are answered via smartphone/laptop). This increases student particiaption during the face-to-face course unit.
  • Create a connection between self-study, online and classroom teaching. When planning your course, take the intended learning outcomes as a starting point and harmonise the interfaces between synchronous and asynchronous phases as well as between online and classroom units. A good (media) didactic teaching design guides students successfully through the whole learning process.