Online, blended & hybrid teaching

The teaching method of a course or program determines how the teaching and learning takes place. This can be done fully online, blended and/or hybrid.

Online teaching

In online education, (almost) all teaching and learning takes place online. This means that the transmission of content, the interaction, and the independent practice are all web-based. An online program or course can be done fully and successfully without any offline activities. Although offline activities, such as meet-ups and practice sessions, can be designed in addition to the course, all participants should be able to reach all the set goals without taking part in these offline activities.

Blended teaching

Blended teaching has synchronous and asynchronous aspects. The more passive activities and/or the ones that can be executed at one’s own pace take place in an individual online setting (asynchronous). The teacher and students all come together at the same time, in class or online, to spent time on more interactive activities, such as discussions, simulations, and feedback (synchronous). For example, students watch knowledge clips online and prepare a case study in their own time, to later discuss their findings in an interactive online or on-campus seminar.

Hybrid teaching

Hybrid teaching is a synchronous approach. One group of students participates in person (on campus) while at the same time the other group of students participates (individually) online.

Synchronous vs. asynchronous teaching

An important element to consider when choosing the right method is how you want to deliver the content. There are two different ways of delivering content in education:

Synchronous (same time, same or different place, usually face to face but can be done online). Students are expected to be present at the same time. Usually, it is face-to-face, but it can also be done (partially) online, for example through hybrid teaching.
Asynchronous (different time, different place, usually online). This gives students control over the time and place of their learning. These activities are usually online, like (homework) assignments.

Synchronous communication will always be important in education, for example when providing feedback or supervising assignments, but adding some asynchronous methods to your course or lectures can have many benefits compared to their synchronous variant. There are many other options available if we start considering asynchronous methods, such as forums, discussions boards, chats, and pre-recorded lectures and presentations. Working with these alternative methods will allow you to spend more time on guiding and teaching your students to become academic professionals.

Note that both synchronous and asynchronous elements can take place online.

General benefits of asynchronous teaching

It stimulates the growth of self-regulation and autonomy for students.
For some students, it might be easier to participate in a written discussion, as opposed to being in a live situation.
When you are teaching within different time zones, asynchronous teaching is the way to go.
There will be more time available to guide students, be involved with the content, provide feedback and supervise assignments. You thus use the available time for synchronous teaching differently.
It can be a huge benefit to work at a more flexible pace, also for students who might be combining their study with jobs, living with roommates, having health issues, or are taking care of others.
Teaching in smaller time frames (videos are max. 8 minutes long) is not as exhausting as a live session and therefore quality is likely to improve.
Recorded materials can be reused many times (and are less likely to include video-bombing cats or interrupting housemates).
The planning and structure are pre-determined, so you can be sure to cover all the content and activities you want to.
You can ask students to prepare elements of the course (e.g. videos, screencasts or podcasts) as well.
There is more time to write contributions and reflect upon them.
It allows students to find academic resources while contributing to a discussion.
Written discussions can be studied later in preparation for exams or be used as a reference.
There can be multiple discussions taking place at the same time and students can join multiple discussions if they want.

FAQ

How can I request support for setting up equipment for hybrid education?

Teachers can request support from student assistants to set up equipment and start up the video platform for hybrid and online teaching. Complete this form from the ISSC Helpdesk to request it.

Requesting support for recording lectures (weblectures)
Requesting the recording of your lecture is done via your faculty's video and weblecture coordinator. Click here for the contact details of your faculty's video and weblecture coordinator.

Where can I find detailed information about the video lecture tools?

You can find the technical tool manuals about Kaltura Live Room here, for Zoom here, and for Microsoft Teams here.

How can I request hardware (such as webcams and microphones) to support my teaching?

To request a webcam (with microphone), you can use this form in the ISSC Helpdesk. You pick up the equipment from the service desk before the lecture begins.

For more advice about the use of audiovisual equipment during lectures and presentations, you can contact your faculty's audiovisual service (AV service). If you need advice or support in recording and distributing lectures and videos, please contact your faculty's video coordinator.

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