Abstract—The following paper discusses the applied instruments of hybrid learning in the context of university education, especially video lectures, classroom response system and online-learning-diaries. We will demonstrate the application of hybrid learning instruments within different courses in combination with traditional learning elements at the Brandenburg University of Technology Cottbus-Senftenberg (BTU C-S). Using an embedded single case study design, we conducted an in-depth analysis of the applied instruments of hybrid learning including data from student’s course evaluations, examination results, and log data from Moodle. The results show a varying picture. Video lectures match to the student’s demand of flexibility, e.g. caused by the need of fulfilling a part time job. Classroom response systems are perceived as appropriate means of improving comprehension and repetition of course contents. Overall online-learning-diaries help intensify the learning experience and enhance student’s self-reflection. In addition, the learning process itself and the combination of elements of traditional and the hybrid learning approach play a special role.

 

Index Terms—online-learning-diaries, university education, classroom response systems, video lectures, e-learning, success story, lectures on demand, blended learning

Cite: J. Halilović, N. Litwin, S. Gliem, and C. Hipp, "The Hybrid Learning University: Insights, Challenges, and Lessons Learned from Best Practice at Brandenburg University of Technology," International Journal of Learning and Teaching, Vol. 2, No. 2, pp. 148-155, December 2016. doi: 10.18178/ijlt.2.2.148-155