Hybrid teaching formats are defined as settings in which some of the course participants are able to take part online, either synchronously or asynchronously, as an alternative to the face-to-face sessions. This differs from blended learning scenarios, in which all students attend the course alternating between exclusively online and exclusively face-to-face. However, the main advantage of the flipped classroom concept can also be exploited in the hybrid semester: Valuable time together, whether online and/or in presence, is used for interaction and exchange, asynchronous offers (e.g. explanatory videos, scripts, literature, online exercises via DoIT or ILIAS) for knowledge transfer. Prof. Dr. Jürgen Hanke from the Philipps-Universität Marburg explains this using the example of the 2-Kohorten-Lösung (only in german language).
Hybrid teaching formats can be classified according to the extent to which presence and synchronous participation should be made possible (source: Competence Team Digital Teaching at J.G. University Mainz) (see Fig. 1).
Fig. 1: Classification of organisational forms of hybrid teaching-learning arrangements (source: lehre.uni-mainz.de/hybrid/ , last accessed on 07.09.2020).
The points A to D are only examples, between which there can be any number of intermediate and mixed forms.
For all scenarios, the ZMML supports you with individual consultations, training measures and the provision of digital tools such as Stud.IP, Opencast, BigBlueButton and ARSnova, including the corresponding instructions. Simply write to infoprotect me ?!elearning.uni-bremenprotect me ?!.de. For capacity reasons, however, we can neither provide the technology nor offer on-site support during the events!