Recommendations for implementing blended learning scenarios

  • The overall workload for the synchronous and asynchronous phases should correspond to the scope announced in the course directory (corresponding to the number of credit points; see Chapter 4.4).

  • The synchronous phases should therefore (and with regard to the workload for teaching staff) be shorter than for classes held exclusively in person, and where possible should include interactive elements (group work).

  • The synchronous phases should take place in the time slots as listed in the course directory where possible.

  • It is recommended that the asynchronous elements are reinforced through effective learning support (“guided independent learning” with interactive teaching materials, formative quizzes and tests, ongoing assessment, group work, etc; see Chapter 5).

  • To facilitate the inclusion of students who cannot be present (hybrid classroom), the university is providing the faculties with technical resources and guides for use (recording or streaming software as well as AV media kits with camera, room microphone, tripod) (see Chapter 7.2).