Abstract:

In the post-Corona classroom, universities have been struggling to re-implement face-to-face (F2F) teaching while dealing with student demands for increased flexibility via livestreaming. Many faculty, on the other hand, are content to no longer deal with the cognitive demands of teaching F2F and remote simultaneously. From all sides, demands for teaching quality and technical stability can be heard, even while management prepares for the eventuality of further lockdown measures. This paper first surveys current research on hybrid classrooms and defines the current best practices for it, focusing on differences between blended synchronous and HyFlex formats. It then investigates student perceptions on hybrid teaching and learning from data collected in Spring 2022 (n=48) from the Lucerne University of Applied Sciences and Arts School of Business in Switzerland (approx. 2000 students across all degree programs, including work-study students). This data is then offset with qualitative data collected from faculty interviews (n=9). Finally, it defines the factors for successful implementation of hybrid teaching and learning and specifies standards for managing hybrid classrooms, including technical specifications, legal requirements, student gear and faculty preparation.

Keywords:

Post-COVID19, hybrid teaching, hybrid classroom, blended synchronous, HyFlex.