Educational Design

When you design your education, it is for a hybrid situation not different then from a physical lecture. Your start with your learning objectives. What do you want them to learn? And then choose the assessment and learning activities that are suitable to reach these objectives.

What is important in a hybrid set-up is that you need to consider how you are going to serve the online and on-campus students at the same time. In this menu you can find some topics to think of in a hybrid lecture design:

  • What to keep in mind with designing hybrid education?

    Educational Purpose

    Short statement about the lecture main goal

    Target Audience

    Who is this lecture designed for?


    What should students know before attending this lecture? 
    Does the teacher provide self-study material?
    Do students need to do individual or group work before going to the lecture?

    Space & Time Management

    What is the capacity of UT facilities (rooms available, number of students attending on campus and at home, rooster, etc.)

    Technical & Media Requirements

    Equipment available at UT facilities, teachers, and students' equipment
    Which conference tool will you use (Canvas Conferences, MS Teams, Zoom)?
    Would you like to stream (and record) your session?


    Which device(s) will you use (your laptop and/or the lecture hall (UT) equipment)?
    Do you want to combine different solutions, like sharing your screen, using the whiteboard or your tablet to write on?


    How do you want to engage students in the lecture? Divide the group of online and in-class students or the group as a whole?
    How are you going to activate them?
    How are you going to deal with questions from the students? - at certain time slots, in the chat, in the end? Etc.
    How are you going to organise student groups and promote participation and interaction?

    Educational Tools

    Which tools can be used considering your goals?
    Which tools can promote interaction and participation?


    Do you intend to assess students during the lecture? How?
    Do you want students to do self-assessment?
    Will you ask students to peer review their pairs?
    Will the assessment be formative or summative?

    Lecture Evaluation

    How do you evaluate your lecture?
    Do you want students to evaluate the lecture?


We know from research in education, psychology and neuroscience that learners only can transfer knowledge and skills to another context and remember things on the long-term if they actively do something with the learned material. Interaction is here the motor of learning and development.

How can you improve interaction in a hybrid set-up? Some examples:

Groupwork & Groupfeeling

In a hybrid set-up where you have a mix of online and on-campus students the dynamic of the whole group is different than when you have all your students in the lecture hall. You want to avoid that one of the two groups feel disadvantaged. Also, in any case our education at the UT needs to meet the three objectives of qualification, socialisation and subjectification. Especially regarding socialisation it is important to find ways that students can connect with peers.

How can you improve groupwork and group feeling in a hybrid set-up? Some examples:

Engagement & Motivation

When students are motivated and their engagement in education is high, it will give them a better chance of success to finish their programme and to succeed after (Dyer, 2015; Abbot-Chapman et al., 2014). The level of autonomy, competence and connection of the student plays an important role in this (Deci, Ryan 2012).

Student-driven engagement can help. It means that you create challenging assignments in which you give students the responsibility. Also, you create a collaborative structure for students to engage in learning experiences and tasks with their peers (Toth & Sousa, 2019).

How can you improve student engagement & motivation?

Best practices & Inspiration

Do’s & Don’ts

During a hybrid lecture, you must take into account a lot more aspects than that you are normally used to when conducting a lecture. The main thing in mind is to prevent yourself from getting overloaded. During a hybrid lecture, you are normally paying attention to students that are present physically and digitally. While it is important to find your own style that you are comfortable with, there are a few tips to consider that can make conducting a hybrid lecture easier. 

Usage of Chat

When conducting your hybrid lecture, it is highly possible that the chat is the main form of communication that you’ll have with your online students. While it might seem tantalizing to continuously check the chat to see whether there are questions, this will distract you from lecturing.

Instead, it is recommended to discuss set time periods in which you will answer questions from chat. For example, before the break, after the break and before the end of the lecture. Another solution would be appointing either a TA or fellow student to pay attention to the chat for you and notify you when questions arise.

Practice beforehand

If you are unfamiliar with a lecture hall and the hybrid equipment, please familiarize yourself beforehand. Either arrive in the lecture hall early to set up your equipment and make sure that everything is working for you or visit the lecture hall at an earlier time. 

You can examine the available equipment in your booked lecture hall at this page. Furthermore, if you are unsure whether you can set-up the equipment, you can ask a TA to help you at the Service Desk of the building. For more information about support, you can visit this page.

Didactical and Technical Tips

Before the lecture

During the lecture

After the lecture