Synchronously Organized Online Participation:
That is, in a classroom setting, students participating online and on-site simultaneously attend the course.
Asynchronously Organized Online Participation:
This means that the students participating online do not take part in the course taking place on site, but work on online assignments at a flexible time.
Suggestions on how you can design this for your course:
- Prof. Dr. Jürgen Handke (Philips University of Marburg) introduces the following course concept: Flipped Classroom with 2-Cohort Solution (Explanation in German)
- Attendance on site and independent online processing of content takes place in regular alternation.
- no technology is required for classroom sessions and a high degree of interaction is possible
- the online phases serve to prepare for the face-to-face sessions
- the proportions of online and face-to-face participation are the same for both cohorts
- At the KIT (Karlsruhe Instituts of Technologie), you will find a very similar concept as described:Blended Learning in the Alternating Phase Model
Tips for Successful Hybrid Teaching
The following tips apply to hybrid teaching in general.
For Scenario A (present) and Scenario B (more interactive), we have compiled concrete additional tips and didactic reflections for you.
To consider:
Hybrid teaching settings are more elaborate, so before deciding to implement a corresponding scenario, the concrete goals and additional values for it should be determined.
Likewise, you need to think through the organization, didactics, and technical implementation thoroughly depending on the type and size of the course and the room condition on site.
- Based on the number of participants and size of the room, for example, are alternating cohorts even possible?
- What technology is available on site or does it need to be borrowed or purchased?
- Does technology set-up and tear-down time need to be scheduled in the room?
- Is there an assistant or student helpers to help?
Equal Opportunity:
When designing hybrid teaching settings, the challenge is that students who cannot be on-site and who participate online should not be put at a disadvantage.
- For example, you should make sure that you as the instructor and all presentation materials are clearly visible to ALL students (on-site: as usual e.g., via projector | online: via video transmission).
- Also, no activities should take place in the presence where online students cannot participate.
- Instructors should try to organize the class that all students who want to can be present on site at least once (rotation principle).
Establish Transparency:
Explain well in advance how the scenario will work and what the advantages/disadvantages are for the face-to-face/online students in each case. This way, students know what to expect.
- Clear structure and communication: what takes place where, when, and about what?
- Which tools are used? Do on-site students also need a laptop or tablet?
- What are the “rules of the game”? (e.g., use of microphone and camera for online students when they speak)?
Manage Security with Technology:
The scenario should be rehearsed in advance, taking into account the spatial conditions (availability of WiFi connections or WiFi quality/stability, microphone equipment, etc.).
Try to have a plan B ready to compensate for failures of the Internet connection or other technical disruptions (e.g., recording of the course; self-learning materials; an assistant who can alert you to disruptions in the transmission and provide support if necessary).
Support:
It is very challenging to simultaneously keep track of the students present on site and the students participating online. Thus, we recommend you to hire an assistant!
The more complex the technical setting in the room is, the more advisable it is to have support (either another student assistant or, if necessary, the supervising assistant can take over this).
At least for the first few times until a certain routine is established, support should be planned in any case!
