A guest blog post by editor Nina Alice Bauregger

Firstly, I would like to briefly explain what hybrid teaching actually means. This approach combines classroom teaching with online elements. Students can therefore take part in lectures and seminars both on site in the lecture theatre and digitally from home.

One of the biggest advantages of hybrid teaching is the increased flexibility for students. They can attend lectures and seminars from anywhere and are no longer tied to the lecture theatre. This is particularly advantageous for students who live further away or are unable to attend regularly for other reasons. Heinze and Procter (2017) show in their study that hybrid teaching can lead to greater student satisfaction as they can organise their learning environment flexibly.

Another advantage is the opportunity for interaction. By integrating digital elements into teaching, students can interact with each other and with lecturers in different ways. For example, they can ask questions in an online forum or work together on projects. The opportunity to communicate outside of the classroom can also help to improve learning. A study by Johnson et al. (2016) shows that the use of digital media in teaching can promote student interaction and engagement.

Hybrid teaching can also help to make the learning process more effective overall. Students can catch up or repeat lectures and seminars online to deepen their understanding. Lecturers also have the opportunity to integrate digital tools such as videos or interactive elements into their teaching to make the learning process even more vivid. A study by Mertens et al. (2017) shows that the integration of digital media in teaching can lead to higher student motivation.

Success factor for diversity and inclusion

Hybrid teaching can also have a positive impact on diversity and inclusion. According to a study by Tondeur et al. (2017), digital learning environments can help to better take into account the diversity of learners and improve access to education. In particular, learners with limited mobility or physical distance can benefit from hybrid teaching. In addition, digital learning environments can help to reduce unconscious bias by encouraging interaction and collaboration between learners from different backgrounds and perspectives (Castaño-Muñoz et al., 2018).

However, care must be taken to ensure that unconscious bias is also taken into account when implementing hybrid teaching. A study by Cavanagh et al. (2016) shows that unconscious bias can play a role in the design of online learning environments and pose a challenge when it comes to creating an inclusive and diversity-orientated learning environment. To avoid this, teachers and universities must ensure that their online learning environments are barrier-free and accessible for all learners.

Overall, hybrid teaching can help to promote diversity and inclusion in education by creating a more flexible and accessible learning environment. Nevertheless, unconscious biases and barriers need to be considered when designing online learning environments to ensure that all learners can reap the benefits of hybrid teaching.

Technology, engineering and users - putting hybrid teaching to the test

Of course, there are also challenges when implementing hybrid teaching. One of these is technology. Students must have access to a reliable internet connection and suitable hardware in order to participate in digital events. The integration of digital tools into teaching also requires technical expertise and the ability to use the tools effectively. The infrastructure must also be adapted to the needs of hybrid teaching. This means that lecturers and teaching staff need to be trained and supported accordingly.

Nothing works without the right mindset

Another challenge is the mindset. The introduction of hybrid teaching requires a strong commitment from university management and lecturers. There must be a clear concept and strategy for successfully implementing hybrid teaching. A study by Steinmueller and Merali (2016) shows that a successful hybrid learning model also requires a cultural transformation to ensure that lecturers and students can cope with the changes.

Finally, the change that hybrid teaching entails must also be taken into account. The shift to a hybrid teaching approach requires a change in traditional teaching and learning methods. Lecturers must be prepared to rethink and adapt their teaching methods. A study by Bates (2015) shows that the shift to hybrid teaching requires a cultural rethink in which teachers must change their role from pure knowledge mediators to learning facilitators.

Virtual burnout: when time in front of the screen becomes too much

One potential problem that can arise when implementing hybrid teaching is so-called ‘virtual fatigue’ (cf. Friesen & Lowe, 2012). The increased use of digital technologies and virtual interactions can leave learners feeling exhausted and overwhelmed. Especially in times of COVID-19, when many students are forced to complete their courses online, virtual fatigue can become a serious problem.

To avoid virtual fatigue, it is important that teachers and universities find a balance between digital and analogue teaching methods. In particular, they should ensure that learners take regular breaks and take sufficient time for rest and relaxation. In addition, teachers can diversify the learning process through different activities and methods to keep learners engaged and motivated. 

Overall, it can be seen that although the implementation of hybrid teaching offers numerous advantages, it can also present potential challenges. By taking these challenges into account and adopting appropriate strategies and measures, teachers and universities can ensure the successful implementation of hybrid teaching. Switching to hybrid teaching requires a rethink of teaching and learning methods, which requires a cultural transformation.

 ‘For hybrid or virtual working and learning to work, two factors are needed: Ability and willingness’. This is how I like to summarise the overall situation. Both the organisation/teachers and employees/learners must be able and willing to act and interact in the virtual/hybrid space. To make this possible, special didactic concepts, the necessary technology and the right mindset are required. Because hybrid learning is the future!

• Heinze, A. & Procter, C. T. (2017). Reflections on the use of a blended learning approach. Journal of University Teaching and Learning Practice, 14(1), 1-15.
• Johnson, L., Adams Becker, S., Estrada, V., Freeman, A. (2016). NMC/CoSN Horizon Report: 2016 Higher Education Edition. New Media Consortium.
• Mertens, S., Bastiaens, T., & Van Braak, J. (2017). Impact of digital learning environments on student motivation: An experimental study. Computers & Education, 114, 12-22.
• Steinmueller, W. E., & Merali, Y. (2016). Beyond hype and underestimation: Identifying research challenges for the future of blended learning. The Internet and Higher Education, 28, 1-7.
• Bates, A. W. (2015). Teaching in a digital age: Guidelines for designing teaching and learning for a digital age. Tony Bates Associates Ltd.
• Tondeur, J., van Braak, J., Sang, G., Voogt, J., Fisser, P., & Ottenbreit-Leftwich, A. (2017). Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence. Computers & Education, 104, 1-15.
• Castaño-Muñoz, J., Kreijns, K., Kalz, M., & Punie, Y. (2018). Unleashing the power of online learning for European universities: Policies and innovation strategies. European Commission, Joint Research Centre.
• Cavanagh, M., Chen, B., & Chase, M. W. (2016). Barriers to adoption: Faculty and administrator perspectives on implementing online learning in degree-granting programs. Online Learning, 20(2), 1-22.
• Friesen, N., & Lowe, S. (2012). The questionable promise of social media for education: Connective learning and the commercial imperative. Journal of Computer Assisted Learning, 28(3), 183-194.