Forms of synchronous hybrid learning spaces in higher education – A type-building qualitative content analysis

Synchronous hybrid learning spaces are educational environments in higher education, in which students participate synchronously on-campus and online. To foster well-founded design decisions, this paper undertakes a systematisation of forms of synchronous hybrid learning spaces. To this end, interviews with 20 German lecturers from different higher education institutions and disciplines are analysed. Overall, three forms can be identified, which are named after their primary type of interaction and to which specific design requirements can be assigned to: (1) Unidirectional synchronous hybrid learning spaces , that represent a lecturer-centred format in which both online and on-campus participants primarily take on the role of passive listeners. In this form, no design approach specialised on hybrid implementation is needed. However, the media technology set-up must be geared towards the lecturer. (2) Doubling synchronous hybrid learning spaces , in which students are divided into participation-mode-related (online and on-campus) or location-based (course room A and course room B) groups. Interactions mainly take place within the individual groups, which is why group-specific methodical and media-related considerations must be employed. (3) Reciprocal synchronous hybrid learning spaces , in which translocal interactions take place between all participants. This requires not only a high level of methodical considerations and a participant-centred technological set-up, but also a great degree of dedication of students and their involvement in the design. The findings are of international relevance, as they demonstrate how different forms of synchronous hybrid learning spaces can be designed with varying degrees of available resources and despite facing structural and institutional resistance. • Based on interactivity level, synchronous hybrid courses can be grouped into types • The more interactivity is desired, the more didactically complex are the types • Type 1: Unidirectional design, requires no specific considerations for hybrid format • Type 2: Separate addressing of on-site and online attendees requires doubled approach • Type 3: Interactivity between all participants requires comprehensive considerations