Grafik. Trappa över olika grader av studentinteraktion i hybrdundervisning.

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Hybrid Teaching

Hybrid teaching can be a way to accommodate situations where students are unable to attend in person, but it also serves as a means to promote broader recruitment and participation. In the long term, it can enhance students' ability to complete their studies, thereby improving course and program completion rates.

Below, we have compiled a set of guidelines and recommendations to support both you as a teacher and the students participating in hybrid teaching and learning.

Hybrid teaching can be conducted in a regular classroom using simple technology. However, teaching formats that involve more student interaction are easier to implement in classrooms equipped with the appropriate technology. Assistance with managing the built-in technology in these classrooms is available from Campus Service (contact: support@gu.se or extension 2020). If the classroom lacks built-in technology, it is often possible to borrow basic equipment from the department or Campus Service.

From students as passive listeners to fully mixed environments

According to a study by Raes et al. (2020)¹, student engagement is a key factor in hybrid teaching. When students feel involved, they become more motivated, leading to increased engagement and activity. When planning hybrid teaching, it is therefore important to consider the extent to which students should be able to participate actively, but also how much interaction between learning environments is required. Based on these considerations, you can then determine what equipment you need and which type of classroom to book.

The model at the top of this page illustrates an increasing level of both mixing of learning environments and student activity. Below, you can read more about each step in this progression, what to consider in each scenario, and what technical equipment is required. The overarching goal should always be to ensure that hybrid teaching remains student-centered and provides an equivalent learning experience across all environments.

Students participate as audience

Students participate in whole-group discussions

In this setting, remote students have the opportunity to actively participate in whole-group discussions, for example, by asking questions. However, there is no direct collaboration between on-campus and remote students beyond hearing each other's questions. Remote students are more active than in a passive listening scenario, but their level of engagement is still relatively low. As a teacher, you need to be equally present in both environments and strive to create an equivalent experience for all students.

Required equipment:

A microphone that captures your voice, preferably a headset.
A camera that captures you.
A microphone and speakers, such as a table microphone, to capture audio from participants and play sound from the Zoom meeting in the room.
A way to share what you display in the classroom, such as PowerPoint. If you use a whiteboard, you will need a separate camera for it. One suggestion is to use a mobile phone connected separately to a Zoom meeting as an independent participant.

Ways to optimize the setup:

Set up a Zoom meeting and open it well in advance so students have time to connect and test their audio and video.
Begin the session by testing the audio and allowing remote students to confirm that their sound is working. Also, check the camera setup to ensure that both remote and on-campus students can see each other, at least initially. During the lecture, the lecturer should, of course, be the one visible on screen.
Provide alternative ways for students to ask questions, such as through the chat function. If using chat, monitor it regularly or allocate specific times to address questions from both on-campus and remote students.
Consider appointing a colleague or student to monitor questions coming in online.
Regularly engage with remote participants to ensure they are included.
Ensure that you remain visible to remote students at all times. Consider where you position the camera and where you move within the room. If you are not visible, make sure to verbally describe what you are doing.
If you are presenting digital content, such as slides, share them using the Share Screen function in Zoom.
Use feedback tool Mentimeter to further engage students.

Students participate in separate remote and on-campus groups

Remote and on-campus students participate in mixed groups

Here, students carry out all or part of their work in small groups. These groups are mixed across environments, meaning that remote students can be included in groups with on-campus students. On-campus students will need to use their own computers to join breakout rooms where remote students are participating. Since the teaching is not significantly affected by whether individual students are on campus or remote, it is possible to work with fixed groups across different sessions. One of the major technical challenges in this situation is avoiding audio feedback (the high-pitched noise that occurs when multiple microphones and speakers are active in the same room), especially when transitioning from breakout groups to the full group.

Required equipment:

A microphone that captures your voice, preferably a headset.
A camera that captures you.
A microphone and speakers, such as a conference microphone, for group discussions.
One computer or tablet per on-campus group.
A way to share what you display in the classroom, such as PowerPoint. If you use a whiteboard, you will need a separate camera for it. One suggestion is to use a mobile phone connected separately to a Zoom meeting as an independent participant.

Ways to optimize the setup:

Set up a Zoom meeting and open it well in advance to allow students time to connect and test their audio and video.
Prepare breakout rooms in Zoom.
Inform students who will participate on campus that they need to bring a laptop or tablet.
If applicable, connect the Zoom Room (a permanent Zoom setup linked to the classroom) to the Zoom meeting you have prepared.
Consider involving additional teachers to assist with technical aspects.
Start the session by testing the audio yourself and allowing remote students to verify that their sound is working. Also, check the camera and try to ensure that remote and on-campus participants can see each other, at least initially.
When transitioning from small group activities to full-group discussions, ensure that on-campus students have muted both their speakers and microphones to prevent audio feedback.
Use online collaboration tools in group work to ensure that remote participants can engage on equal terms.

Students work in fully mixed environments

References

¹Raes, Annelies, Vanneste, Pieter, Pieters, Marieke, Windey, Ine, Van Den Noortgate, Wim, & Depaepe, Fien. (2020). Learning and instruction in the hybrid virtual classroom: An investigation of students’ engagement and the effect of quizzes. Computers and Education, 143, 103682.

Last modified

24 April 2025