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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
Pros
  • Time saving especially for input-heavy designs
  • Videos can be edited afterwards and used for long-term purposes.
Cons
  • 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?)
Requirements (rooms, technology)
  • Equipment is needed (Microphone, Camera) that can be borrowed from the IT Service Desk in the Teaching Center (TC)
  • Microsoft Teams or Web Streaming
Challenges with implementation
  • Interaction with students:
    • Contributions from students in the classroom are not transmitted via livestream. Therefore, it is recommended to collect and display questions and contributions from all students (present and online) via an online tool (such as Mentimeter or Slido).
  • Attendance check for the online group:
    • It is not possible to monitor if the students follow the live stream permanently. One way to check the required attendance is to set up a chat, in which the students document their attendance with a short message.
Tips for implementation
  • 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 using the Q&A function of many tools (e.g. Q&A slide from Mentimeter). This way, all students can see the current questions and you can react to them.
  • Make it clear to the students that neither the online nor the on-site group receive preferential treatment: Welcome both student groups and collect contributions from students in both groups in the same way, answer questions from both groups to the same extent.  
  • 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 LEARN so that students can contact each other via teams. The results of the group work can then be discussed in the course.  
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