An analysis of participation in a hybrid and asynchronous course

Abstract

Time and place-independent teaching supports students in mastering their studies independently of external, e.g. private, circumstances. Among other things, the use of hybrid and asynchronous teaching scenarios is suitable for this. Accordingly, it is a relevant and controversially discussed subject in higher education didactics, even after the Corona pandemic. It has not been clarified how hybrid teaching can be designed in a way that is effective for learning and how it can be further developed in a controlled manner. In the pilot project "TEORy - Try, Explore, Observe and Review hybrid Teaching", a technically and didactically trained person, the so-called e-scout, regularly supports and accompanies a hybrid course. This offers the possibility of evaluating each individual event of a lecture series and thus giving the lecturer continuous feedback on their course. In order to address the concerns expressed by lecturers regarding declining participation in hybrid courses with concrete figures, the development of participation figures on-site and online over the semester is examined on the basis of the E-Scout protocols. The first factors influencing the type of participation (online or on-site) in a hybrid teaching scenario will be worked out. It is assumed that, based on the observations and feedback, the implementation of hybrid and asynchronous courses makes sense under certain boundary conditions and that teachers should continue to be motivated to offer these teaching formats.