Under the constraints of containment regulations and hygiene requirements, many universities rely on so-called hybrid teaching concepts in order to enable a minimum of face-to-face teaching. On this page, you will find an overview of what is meant by hybrid teaching concepts, what needs to beconsidered when implementing them, which teaching-learning scenarios are suitable for practical use, and what experiences lecturers at the University of Potsdam have already had with this form of teaching.
The term "hybrid teaching formats" describes teaching-learning scenarios where some students attend the course while others can participate remotely via Zoom or another conferencing technology. These concepts represent a new blend of face-to-face and digital teaching that differs from previous concepts, such as integrated learning (formerly: blended learning) or flipped or inverted classroom.
A combination of these concepts, fusing face-to-face and online participation with the option of asynchronous teaching, is called the "HyFlex" model. Here, each course date and all associated learning activities are offered in a real room on campus and synchronously online. Each course dateis also recorded so that students can also "participate" asynchronously. The course format was developed at San Francisco State University (for more details, see ELI, 2020), among others, and has since been implemented and further developed at other universities. In order to provide equal opportunities for all students, the HyFlex model represents a suitable concept to be realised. This way, students can take advantage of the benefits of teaching-learning, be it synchronously on campus, online or asynchronously. At this point, however, we would like to point out that this model is very demanding and is therefore recommended for teachers who already have experience with online teaching.
In a nutshell:
The university's facilities and staff will do their best to support you in implementing your desired scenarios. However, please keep in mind that even then the scope of possible support will be limited– especially in the case of events that take place in paralell.
Hybrid formats are costly and should only be used if no simpler alternatives are possible:
To get an overview of how you can implement hybrid teaching-learning scenarios, please consult our list of selected possibilities below. In addition, you will find set-up plans that show you which technical requirements need to be considered when planning and implementing hybrid teaching formats.
In recent semesters, teachers have repeatedly reported on successfully implemented hybrid events. Ideas range from synchronous combinations of face-to-face and digital teaching to hybrid, digital teaching formats, where students from different countries come together. In the following section, we will present to you three selected practical examples, which serve as a first insight into practical hybrid teaching formats.
Below you can find current handouts and articles on the topic of "hybrid teaching formats". These give even greater insight and serve as an opportunity to delve deeper into the topic. In addition, the two handouts "Hybrid Teaching Concepts" and "HyFlex Models" can be used as an cheat sheet for planning and implementing your courses.
E-Learning coordinators of the faculties
The following people are particularly familiar with the topic of "hybrid teaching formats":
Mathias Loboda (Faculty of Economics and Social Sciences)
Marc Beilcke (Faculty of Mathematics and Natural Sciences)
Philipp Nern (Faculty of Human Sciences)
Jenissa Terzic (Faculty of Law)
Jakob Arlt (Faculty of Humanities)
You can reach all e-learning coordinators via the e-mail address elearning-kosuuni-potsdampde.
Center for Information Technology and Media Management (ZIM)
ZIM Service (Questions about technical realization)
The Department of Teaching and Media of the Center for Quality Development in Teaching and Learning (ZfQ)