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Hybrid, blended learning, ... What is that actually?

When present forms of participation are combined with online participation, the delivery of courses can be varied at different levels. Depending on the variation, there are different advantages and disadvantages, e.g. in terms of temporal or spatial flexibility.

At the beginning, therefore, a primary goal must be defined. This is because the individual target dimensions can only be reconciled to a limited extent.

Which goal has priority?

  • Is it only to create participation at a later point in time for individual students who are temporally prevented? Then recording is the appropriate means.
  • Should primarily all students be given the opportunity of present interaction, although the room size is not sufficient with adherence to hygiene conditions? Then a division into cohorts that participate in the course at different times on site makes sense.
  • Is spatial flexibility to be created as a priority? Then a livestream offers the possibility for people to participate on site and online at the same time.

At KIT, we understand hybrid teaching formats as simultaneous participation from different locations via different media. Alternative formats without simultaneous participation are not hybrid but may be suitable for the winter semester.

The term "hybrid" can also refer to the semester as such. The winter semester as a hybrid semester then means that both online and face-to-face formats are used. However, it does not mean that every individual course can be attended simultaneously and flexibly both in person and online.