Hybrid Teaching Scenarios

You may find the following information helpful if, having read the information on our Hybrid Teaching page, you are confident you have the equipment, expertise, and support of your School/Department and Teaching and Learning Dean to hybrid teach.

Some scenarios lend themselves better to hybrid teaching than others. The following page examines some example lower-risk scenarios, and looks at considerations, risks and practical guidance. There are also examples of higher-risk situations.

Higher-risk hybrid teaching scenarios

Sessions which require additional technology not already provided in classrooms, or require support in setting up and running a session.
Sessions with numerous interactive activities, especially involving large student numbers.
On-campus students joining a session using their own devices with individual settings rather than sharing a central classroom PC.
Switching between multiple digital tools e.g. between PPT, video, the whiteboard, chat panel.

Lower-risk hybrid teaching scenarios

Small cohorts (easier to manage)
The majority of the group are present on-campus
A small number of students are joining online
The tutor is on-campus

There is lower risk when sessions are led by tutors who:

Have access to existing technology
Have experience in delivering and planning hybrid sessions
Are confident troubleshooting technical issues which arise during the session or whose School can provide support (DTS are unable to provide additional equipment or technical support).

The following tables set out some of the key questions to ask yourself when considering hybrid teaching:

Room set up
	Considerations	Risks	Guidance
Position of students in the room How would I arrange my students in the classroom to provide an equitable experience for both groups?	Most webcams have a very narrow field of view, making it difficult to have everyone visible. Moving students close together so they’re on camera may be challenging, for example, because of existing furniture arrangements.	Students online cannot see the room. They won’t feel part of the group dynamic and they will have a diminished learning experience. Furniture such as the Tech Table cannot be moved meaning you’re unable to position everything to provide an optimal experience for everyone.	If it’s not possible to sit students to be on camera, an alternative solution to hybrid teaching should be explored. Discuss further with your School.
Student devices Would I ask my students in the classroom also to join the session on their own devices?	It’s recommended that you communicate, your expectations around how devices will be used in the hybrid classroom to students at the start of the session.	Audio feedback caused by students joining a session in the room and not muting, can be disruptive for both sets of students. The tutor is interrupted by the need to constantly intervene to deal with audio issues or to support students whose individual device settings are causing problems for them.	Students in the physical classroom should not join the online session on their own devices. They should interact with the session as normal.
Microphone set up How would I set up a microphone in the classroom?	Think about where the microphone can be safely positioned in the session. The microphone should be located so it will pick up your voice without the need for you to project or shout. Some webcams come with an integrated mic. This reduces the amount of equipment needed.	Students feel excluded because sound quality is poor. Trying to set up multiple mics in the classroom is technically complicated. Troubleshooting mic inputs during a live session could lead to wasted class time and a negative impression of the class by students.	Use one microphone in the classroom, e.g. such as those which are part of a webcam, or a lapel microphone. Multiple microphones should not be used. Note: DTS are unable to provide support for installing and troubleshooting webcams.
Webcam set up How would I set up a webcam in the classroom?	Consider where in the room to set up the webcam to ensure the best experience for those joining virtually.	A poorly-positioned webcam can result in the students online not being able to see (or hear if the mic is integrated into the webcam). This can cause students to feel disconnected from the rest of their class.	Due to cabling and ease of access for the tutor, webcams should be connected to and positioned beside the classroom PC. Note: DTS are unable to provide support for installing and troubleshooting webcams.

Virtual set up
	Considerations	Risks	Guidance
Web conferencing software Would I use Blackboard Collaborate or Microsoft Teams Meetings?	Consider the features of both tools. Both provide all the necessary features for low-risk scenarios, such as hand-raise tool, chat function and multiple participants visible on-screen. Blackboard Collaborate does not currently provide live captions. As such, any sessions recorded in Blackboard Collaborate must be uploaded to YuJa after the session. Online students must be aware of the tool being used in good time to avoid confusion.	If students are confused or unaware of which tool to use and how to access the session, they may miss classes, leading to them falling behind, or having a negative impression of hybrid teaching. If you are using a different tool to one your students are used to, make sure they have time to familiarise themselves with the layout of functions, etc	See our Blackboard Collaborate and Microsoft Teams feature comparison list. Use a wired internet connection wherever possible.
Getting attention How would I want my online students to signal that they wish to contribute verbally to the session?	Students joining online should know how they can contribute to the discussions and ask any questions. The handraise feature is one option. Alternatively you may wish the student to post in the chat panel. Whichever option you choose, ensure your students are aware of your expectations.	Whichever feature is used, needing to keep one eye on the chat or handraise tool presents additional demand on you as you run the session. Students need to remember put their hand back down again in both tools in order to avoid unnecessary interruption.	Communicate basic housekeeping expectations to students at the start of the session. Manage expectations by explaining how students can contribute during the session.
Students’ setup Would my ‘at a distance’ students have the technical setup to fully participate in the session?	To participate in hybrid session, online students will need A stable and fast internet connection A webcam A microphone Check these requirements with students in advance of any hybrid sessions.	Connectivity issues interrupt the flow of the session or can prevent some students from taking part. Trying to resolve connection issues during the session can cause you stress and take up valuable teaching time.	When using Blackboard Collaborate, use the Chrome browser to set up any sessions. ‘At a distance’ students should use Chrome to connect in order to minimise the risk of audio problems. Advice on connecting to broadband
Letting students know How would I let my ‘at a distance’ students know how to join the session?	Students joining online will need to know in advance where to access the joining links for sessions.	Students who are unsure of where or how to join a hybrid session are likely to feel anxious and risk not being able to take part.	Ensure you make the sessions available to your online students in good time. See guidance on How to make online sessions available to students.

Session management
	Considerations	Risks	Guidance
Parity of experience What could I do to help my students studying ‘at a distance’ feel part of the session?	Your attention needs to be divided between students in the room and those online, so that both sets of students feel equally part of the session.	Forgetting to check the questions coming in from online students for example, could cause students to feel overlooked and not part of the group On-campus students may feel the students who are participating online are an interruption. Online students miss visual cues and in-class activity that help them understand what is going on.	Repeat any questions or comments from the room back so your online students can hear them. This is especially good practice when working with a single mic in the room. Having the camera positioned to capture the room helps students online feel less alienated. Test your volume settings beforehand so you know both students in the room and students online will hear everything clearly.
Group work How would I manage class groupwork and planned activities in my hybrid session?	Consider how students will access and interact with activities in different locations. Groupwork may require adjustment depending on the number of students you have present in the classroom and online, e.g. Pair work where only one student is online.	Thought needs to be given to how your activities will run so as to avoid stress for you and your students. Students may perceive the experience as unsatisfactory and even feel isolated if they are not able to take part in pair or group work.	Use active learning tools which students can interact with, no matter what their location. See our guide on Learning Activities for ideas.
Multi-tasking What would I need to consider during the session?	The presence and participation of students in different locations. Bear in mind that simple messages and actions can take longer in a hybrid environment. Decide which tools will enable the interaction and collaboration that is required. Plan how and when to monitor online activity, for example online chat. Switching back and forth between multiple applications and views in a live session can be challenging and stressful.	The complexities of a session with lots of multitasking raises the risk of problems arising. Students risk missing key messages not being shared clearly across both groups. It is not possible to cover everything you had planned for the session. Accommodating students with specific educational or accessibility needs Switching between screens and applications is not seamless which wastes time and is distracting for students	Do not try to replicate exactly what you would do for an entirely on-campus class. Keep it simple. Make explicit reference to your online students by name and regularly invite their feedback. Use keyboard shortcuts to move between applications easily (PC – Alt+Tab) Refer to guidance on how to share your screen and applications within Collaborate and Teams. Practice switching between multiple applications to develop confidence and proficiency in doing so.