Possibilities of the event structure

In university teaching, there are various ways to structure courses over the course of a semester or to make individual sessions more flexible in terms of time and location. The structuring of a course is based on methodological considerations, spatial framework conditions or the absence of lecturers, among other things.

Some classic forms of structuring courses in a university context in terms of method, space and time are presented below.

Digital teaching

Digital teaching is the design of teaching-learning scenarios with the help of digital elements that can be used both face-to-face and virtually or in a combination of both. Sensible, coordinated cooperation on a technological, administrative, media and subject didactic level is essential.

Online teaching

In the context of online teaching, no events take place in person but exclusively online (e.g. in the form of video conferences). Online teaching offers various advantages, such as greater accessibility, more flexible design, more innovative didactics and more comprehensive documentation. However, online teaching also requires an adaptation of teaching and learning methods, good technical equipment and a high level of media competence.

Blended learning

Blended learning combines phases of face-to-face teaching with those of online teaching. The advantages of both forms of learning can be used, such as the opportunity for personal exchange in the classroom and the use of online scenarios independent of time and location. A good, didactically sensible linking and coordination of the various phases is important for realizing the potential. Knowledge transfer in the online phase often takes place through the use of videos. We have provided further information on this on a separate page.

Hybrid teaching

In hybrid courses, face-to-face and online teaching take place simultaneously, i.e. some students are on site at the university while others take part in the course online via video conference. This makes it possible for students who are unable to travel to the university for personal reasons, for example, to take part. Hybrid courses require good planning and technical equipment and are very challenging from a didactic point of view if both groups are to be equally well integrated.

Synchronous teaching

In synchronous teaching, all participants (teachers and students) take part in a course at the same time, with a fixed start and end time. Synchronous teaching can take place both online and in person, depending on the available media and technologies. Simultaneous attendance means that, for example, questions can be asked and answered immediately, immediate feedback can be given, discussions can be held without a time delay and work can be done together.

Asynchronous teaching

In asynchronous teaching, the transfer and absorption of knowledge as well as communication and interaction between teachers and students takes place at different times. Accordingly, students acquire the content provided independently and exchange information with others at different times. The main advantages are the possibility of individual and flexible knowledge acquisition. However, asynchronous teaching also requires a high level of self-learning competence and motivation on the part of the students. It is also necessary for the content to be prepared in a way that is conducive to learning.

Flipped classroom

In the flipped classroom, the phase of knowledge transfer or acquisition is shifted to an upstream asynchronous self-learning phase compared to traditional teaching. This means that students are provided with teaching materials that they can use to work through the course content. They come to the classroom course prepared accordingly. The time spent together can then be used to deepen and apply the knowledge. As in asynchronous teaching scenarios, the flipped classroom requires a high level of self-learning skills and motivation on the part of the students. On the one hand, teachers must be able to prepare the content for self-study and, on the other, have the appropriate methods at their disposal to be able to use the face-to-face time to apply and deepen knowledge.