Synchronous hybrid learning in times of social distancing A report and case study on benefits, trainer\u27s challenges, and guidelines

Higher education institutions (HEI) use different learning formats such as onsite lectures or online seminars to support their students learning. In the last decades, higher education actively supported an increase of online offerings to foster flexibility and freedom. Due to the Covid-19 pandemic learning circumstances in higher education transformed dramatically, and many HEIs were forced to shift all their courses to online learning formats. Some institutions implemented synchronous hybrid learning (SHL) as a solution between extremes that balances different needs in times of social distancing. This article outlines the benefits, trainer\u27s challenges, and guidelines that can be ascribed to SHL under the circumstances of the current pandemic. The results show that SHL strengthens communication and supports learning. On the one hand, SHL is an innovative, inclusive format, which supports social competencies, multiple perspectives, dynamic interactions, and immediate student-student as well as trainer-student feedback. On the other hand, SHL relies on students\u27 equipment and depends on student as well as trainer adaption and reliable technology. Nevertheless, this report shows that SHL is a promising format, which can close one part of the digital divide between students. Future SHL endeavours should thus be carefully prepared and supported by the hosting HEI. Specifically, trainers and students should be trained on how to use the required technology, and trainers should learn about the pedagogical benefits and implementations of SHL by using protocols and chat trackers

Synchronous hybrid learning in times of social distancing A report and case study on benefits, trainer's challenges, and guidelines

Higher education institutions (HEI) use different learning formats such as onsite lectures or online seminars to support their students learning. In the last decades, higher education actively supported an increase of online offerings to foster flexibility and freedom. Due to the Covid-19 pandemic learning circumstances in higher education transformed dramatically, and many HEIs were forced to shift all their courses to online learning formats. Some institutions implemented synchronous hybrid learning (SHL) as a solution between extremes that balances different needs in times of social distancing. This article outlines the benefits, trainer's challenges, and guidelines that can be ascribed to SHL under the circumstances of the current pandemic. The results show that SHL strengthens communication and supports learning. On the one hand, SHL is an innovative, inclusive format, which supports social competencies, multiple perspectives, dynamic interactions, and immediate student-student as well as trainer-student feedback. On the other hand, SHL relies on students' equipment and depends on student as well as trainer adaption and reliable technology. Nevertheless, this report shows that SHL is a promising format, which can close one part of the digital divide between students. Future SHL endeavours should thus be carefully prepared and supported by the hosting HEI. Specifically, trainers and students should be trained on how to use the required technology, and trainers should learn about the pedagogical benefits and implementations of SHL by using protocols and chat trackers. </jats:p

Learning Card For Research Integrity (Y5)

This learning unit has been prepared for interdisciplinary learning groups with a university degree and introduces researchers to rules of publication enables an understanding of authorship challenges researchers to learn how rules of publication can differ in disciplines stresses the importance of proper publication in research </ol

Learning Card For Research Integrity (M4)

This learning unit has been prepared for disciplinary learning groups with a university degree and introduces researchers to norms in research collaborations builds the competency to set common objectives and norms in research collaborations challenges researchers to choose norms, which your research partners agree on while working collaboratively stresses openness and transparency </ol

Learning Card For Research Integrity (M3)

This learning unit has been prepared for disciplinary learning groups with a university degree and introduces researchers to codes and regulations at their institutions enables an understanding of compliance and of potential complications challenges researchers to demand compliance in research emphasises how to switch to help mechanisms when an open and transparent dialogue about rules is not possible </ol

Learning Card For Research Integrity (Y3)

This learning unit has been prepared for interdisciplinary learning groups with a university degree and introduces researchers to codes and regulations in their discipline enables an understanding of compliance and of potential complications challenges researchers to demand compliance in research stresses how to switch to help mechanisms when an open and transparent dialogue about rules is not possible </ol

Learning Card For Research Integrity (M9)

This learning unit has been prepared for disciplinary learning groups with a university degree and gives researchers time to reflect on themselves challenges researchers to confirm the importance of professionalism stresses self awareness as an important cornerstone for researchers This is the final card of the M and Y series. It was prepared to close the topic Research Integrity.</p

Learning Card For Research Integrity (Y4)

This learning unit has been prepared for interdisciplinary learning groups with a university degree and introduces researchers to norms in research collaborations builds competency to set common objectives and norms in research collaborations challenges researchers to choose norms that their research partners agree on while working collaboratively stresses openness and transparency and its limits </ol

Learning Card For Research Integrity (Y1)

This learning unit has been prepared for interdisciplinary learning groups with a university degree and introduces researchers to their institutional infrastructure enables an understanding of the relationship between infrastructure and good research practices challenges researchers to use (and demand) institutional infrastructure emphasises the importance of procedures and structures supporting responsible conduct of research </ol

Learning Card For Research Integrity (S5)

This learning unit has been prepared for non-disciplinary learning groups (16 years or older) and introduces citizens and future researchers to research and to academic writing and publishing enables an understanding of research papers in our knowledge-based society challenges future researchers to learn common rules in academic writing and to comply with these rules emphasises the difference in writing style between casual texts and research papers by looking at the criteria for both </ol