Hybrid Teaching


This page will be continuously updated!

Dear teachers,

Hybrid teaching allows all teaching formats to be carried out online, if a group of students - due to a lack of space - cannot take part in on-site teaching. It is important that students who cannot attend the courses in person should not suffer any disadvantage.

The hybrid teaching presents teachers and students alike with new challenges. Because it is a completely new teaching-learning setting for our university, which is geared towards classroom teaching, the following recommendations are also in constant change and will be supplemented and corrected based on your experience. In sub-chapters 1, 4 and 5 we will focus on synchronous, hybrid teaching.

We would be happy if you let us know what worked and how it worked for you, so that we can continuously update these pages! This will help us with a regular content update.

We highly recommend you to bookmark this page and hope that you will check these pages in the coming days and weeks on a regular basis.

Your team for Digital Learning and Teaching

The synchronous hybrid teaching requires some extensive technical equipment available in the classroom. It is relatively easy to carry out the lecture using BigBlueButton or Zoom when the rooms have a camera and a microphone available for the teacher to use.
The simultaneous active collaboration between students in the classroom and those in the online room is clearly more demanding. This requires the use of one or more cameras microphones that cover the entire classroom.

8 Rooms in the multi-purpose building (VG) will be equipped with cameras and microphones allowing for hybrid seminars. In addition, a mobile set will be available as well and can be borrowed to carry out a hybrid seminar. We use a Logitech Rally with 2 to 4 microphones depending on the room size.
The following rooms are equipped (The seat capacity is set according to the latest regulations related to the pandemic):

  • VG 2.104, 16 seats
  • VG 3.102, 20 seats
  • VG 3.104, 19 seats
  • VG 3.105, 18 seats
  • VG 3.106, 12 seats
  • VG 4.102, 26 seats
  • VG 4.104, 18 seats
  • VG 4.107, 16 seats
[NOTE! There are considerable bottlenecks on the market for conference technology at the moment. The systems will therefore only be available from November 2nd]

How can I use one of the equipped rooms: If you want to use the technology for a course you have already registered at the multi-purpose building, please inform the central room allocation service (raumvergabe@zvw.uni-goettingen.de). They will then try to arrange and swap rooms for you.

What do I have to do to use the technology: The Logitech Rally is a closed system with a camera, microphones and speakers. It is connected to the computer via USB. Usually the system is connected directly to the lecture hall PC. But you can also use your own laptop. Your computer does recognize the Logitech Rally in the same way it does a normal microphone, webcam and headphones. You only have to have the right the settings on the computer and make sure to check the following:

  • Set the sound output (loudspeaker) to Logitech Rally and adjust the volume.
  • Select the camera (Logitech Rally) in the conference software and allow access.
  • Select the microphone (Logitech Rally) in the conference software and allow access.
  • You may need to select the microphone in the system's audio settings and adjust the level.
Instructions for the PCs in the seminar rooms at the multi-purpose building (VG) will be available there.

How can I borrow the mobile set: We have created an event in Stud.IP through which you can book the system as a resource. The Logitech Rally is kept in two cases. These will most likely be issued at the reception in the multi-purpose building (VG). There are instructions for set up. The first time you have to find your way around. You should therefore plan at least 30 minutes of preparation time for the first hour. Ideally, you have the support of one of your student assistants or employees.

Several faculties have added equipment to their classrooms for the winter semester.

  • The Faculty of Agricultural Sciences has equipped 16 rooms with cameras and microphones
  • The Faculty of Physics has refurbished several lecture halls
  • The Faculty of Economics has equipped some rooms at the Oeconomicum with cameras and microphones.
Please ask the Dean of Studies if you need more information.

If you are planning a hybrid course, you should think in advance about how you will divide the class into participants in the physical classroom and the online room. Please note the special needs of the students here: It may well be that some of your students will not be able to attend face-to-face meetings, e.g. because they belong to the risk group or do not currently live in Göttingen. It can also be difficult for some students to take part in online appointments because they lack the necessary equipment or a stable internet connection.

We recommend in a first step to clarify who of the participants would like to come to the on-site appointments and who would not or cannot. You can organize the rest of the group using one of the following methods:

The classic: form cohorts according to the alphabet. The cohorts always stay the same. E.g. the cohort A-L always in the even weeks, the cohort M-Z - in the odd weeks.

Free registration:Participants register for each appointment voluntarily as long as there are free places. For this you can create a list in the Wiki in StudIP or in EtherPad or StudIPad.

Groups in StudIP: You can create a group for each appointment in StudIP, in which students can register themselves. The advantage of this method is that you can set the maximum number of participants per group or appointment: if this is done, no further registrations can be made anymore for this appointment. You can also:

  • activate all appointments in the semester and allow the participants to register as often as they want ("self-registration in all groups").
  • activate only the next two appointments (if you work with two groups) - e.g. CW 45 and CW 46 - and allow "self-entry in only one group". This requires a little more clicks, because you should, directly after the date for the week 45, manually activate the date for week 47, so that the students could have two separate dates to choose again. In this way you keep an overview of all participants and enable a fair distribution of attendance times.
Instructions for creating and managing groups in StudIP can be found here.

The group representatives: Another possibility is that not the entire (sub) group is present at the on-site appointment, but only one representative. This option is suitable, for example, to present results of the group or to assume a certain role on behalf of the group in the context of business games.

Attention: data protection requirements for recordings
If you want to take up a hybrid course, make sure to get the declaration of consent from the participants for the recording. Please note that there are different requirements for both groups (digital or on-site): While the online participants can switch off their cameras, those physically present have no alternative. Participants who do not want to be filmed must be taken into account.

The term “HyFlex Course Model” was introduced in the USA to describe learning scenarios that offer all learning activities on-site, synchronously and asynchronously online, so that students can decide how they want to learn. The advantage of this implementation is the possibility of being able to react spontaneously to a lock-down or quarantine and to enable the greatest possible flexibility for the various life situations of students (diversity).

The following approaches can be implemented as HyFlex scenarios or have already been tested as successful hybrid event forms:

The flipped classroom describes a methodology which - fully applied - shifts the content of a teaching to “homework / personal work area” and implements the application and active discussion about the material in face-to-face situations.
In a lighter version, the content would be made available as a recording. However, the discussion and application would be designed on-site or synchronously in BigBlueButton or Zoom. Further support should be offered asynchronously via the forum in Stud.IP or emails.

This format is based on an on-site lecture, which is also streamed synchronously for online participants. A small discussion group is also welcome. During the lecture, questions and comments are collected in a separate, digital tool, such as a RocketChat channel or StudiPad. The digital contributions are always noted and brought up in fixed time slots within the face-to-face event. A student assistant or "connector" (see below) who collects and bundles online inquiries is particularly helpful in this context.

If you plan a group work in your HyFlex scenario, divide the students into two distinct groups: offline and online. This saves time and consequently reduces technical hurdles for the on-site students, because they won´t need to bring and use their own PCs. The presentations can be held by the online students in BigBlueButton or Zoom and shown on site via the PC and projector, or transmitted via the webcam to the digital room.

For group work, divide your students into different groups and leave it up to them when and how they want to work on the tasks. The presentation takes place at fixed times on site and is transmitted and recorded online by a group member or the entire group.

Classically, "blended learning" describes a concept in which students alternate between online and face-to-face learning phases. For example, you can start with a face-to-face kick-off event (which you may repeat for a second group) to clarify the semester planning, topics, questions and requirements. Then the online phase begins, in which the students, independently or in learning groups, work on lecture recordings, texts and learning modules (e.g. in Stud.IP, Courseware or ILIAS) This is followed by an on-site meeting and an online phase, etc. At the end, a final, face-to-face session is possible. Blended learning requires well-structured guidance for the students and continuous support from the teacher through online consultation hours, forum or Blubber communication (in Stud.IP).

The particular challenge of HyFlex or hybrid scenarios will be to integrate the two groups (on-site and online) into the teaching process in such a way no group is completely neglected.
The following is a collection of tips for hybrid teaching:

As a teacher, you will be challenged by the new teaching situation and you will have to consider beforehand which methods or ways you will use to integrate both groups. In other settings, it has proven useful to write a script for each session in which the procedure as well as the necessary methods and techniques are noted. Check how often and how you manage to involve both the online students and the on-site participants. Use elements such as the live polling or methods from the list below.

Use the possibilities of the webcams to provide variety. Changing the perspective (e.g. from the lecturer to the blackboard or to the student group) makes the seminar more tangible for the online group.

Integration of a connector - help from students or your student assistants
Keeping an overview across two groups (on-site and online) on your own can be very difficult for the teachers. It is advisable therefore to appoint a student for each session, who is responsible for certain tasks such as networking between the offline and online group and those on site. Possible tasks can be:

  • Collecting and pre-sorting questions in the online group, which are discussed in the provided face-to-face time slots.
  • Co-moderating in the online events
  • Presenting the results of the online groups
The connector should have access to the necessary technical equipment. This task can be assigned to a student assistant (SHK)

For the participation both online and participants present on-site, the so-called Netiquette of great importance. Here are a few tips for you:

    For the participants present on-site:
  • Avoid background noise and side calls
  • Speak one after the other
  • Speak loudly and clearly
  • If you also work with a laptop, turn off your microphone
    For participants online:
  • Turn off microphones when not speaking
  • If possible, switch on the camera: It is usually a strange feeling for the conversation partner on the “other” side to speak to a black screen. Furthermore, a switched on camera motivates you to be active.
  • Take on personal responsibility: The temptation to distract yourself with parallel activities is big, stay strong ;)
    For the teacher:
  • Keep an eye on the two groups equally
  • Make clear announcements when changing activities (“Let's look at the presentation again”).
  • Make clear announcements when changing activities (“Let's look at the presentation again”).
  • Make clear announcements when changing activities (“Let's look at the presentation again”).
  • Communicate the netiquette rule to both groups at the beginning of the course. You can work out further rules together with the group, so that you achieve even more commitment from the students

When moderating discussions or teaching-learning phases in the plenary, the following aspects must also be considered:

  • It is advisable to make a video recording of the course in order to make the content available afterwards. This recording does not necessarily have to be made available directly, but it can also serve as a supplement in case of any technical problems with the live broadcast. Inform your students in advance whether the respective session will only be streamed or whether a recording will be made available afterwards.
  • Speak loudly and clearly
  • Here as well, a co-moderator/connector is also helpful. In addition, the connector, one of the students on-site for example, can also take care of the chat or distribute tasks to the students.

This point includes seminars in which presentations or lectures by students with subsequent discussion are the main components. In the case of presentations by participants present on-site, the camera focus should be on the speakers. The presentation can be followed on-site on the smartboard or via a projector and online within the video conference. In the case of presentations by online participants, it is recommended that these presentations shown to the participants on-site on the smartboard or via a projector. In this case, however, the speakers are difficult to see. It is therefore recommended - if possible, to give the presentations on site.

Small group presentations
The function of the breakout rooms to carry out small group work online is already known from virtual teaching. In a normal seminar room, this is often solved by putting participants together in small groups. Since this usual small group work in face-to-face can currently not easily be implemented due to the applicable distance rules, we recommend mixed small groups between face-to-face and online participants using breakout rooms. However, every attendee needs a suitable digital device to take part in the video conference, as well as a headset with a microphone. For an overview, it is also helpful if the students add after their name whether they are participating in attendance or online (e.g. by adding an (O) or (P)). After the group work phase in the breakout rooms, for example, the students can present the results in person.

However, group work with mixed participants from presence and online is difficult to implement (e.g. participants in the room speaking with the online participants leads to a high noise level, delays, problems with adjusting a suitable camera perspective, etc.). Another variant is therefore also possible:

Local small group work
Both groups are given the same task, processing takes place separately in online groups (with the help of breakout rooms) and presence groups. When creating groups in presence, consider the distance rules. If this cannot be guaranteed due to the size of the room during the group work phase, the students must wear masks to cover their mouth and nose during this time. The presentation and discussion of the results can then take place in the plenary, with both groups participating.

Finally, a few methods, tips and tricks follow how you can structure your courses in a meaningful way and make them activating. In the following (in German) collection of methods, interactive methods have been put together that work both online and "analog" in face-to-face situations and are intended to provide you with ideas. The basis was the IRIVE model (ice breaker, resources, information, processing and evaluation), a didactic model that aligns proven models of analog classroom teaching with the needs of digital online teaching. 7 different methods are presented for each of the individual phases. More resources in English will be available soon

In many cases, the use of a supplementary tool or second channel during a web conference has proven itself as usefull. The Hochschulforum Digitalisierung (HFD) has set up an extensive website for this purpose (in German) More resources in English will be available here soon.
Due to the discontinuation of the EU Privacy Shield Agreement with the USA, all platforms that are hosted in the USA are currently classified as non-GDPR compliant. Please keep this in mind when choosing a suitable tool for your teaching.
Tools such as mentimeters, padlets or even the whiteboard function within the video conference tool are suitable for digital presentations.

Other helpful, accompanying platforms for the hybrid courses include: