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The Hybrid Learning University: Insights, Challenges, and Lessons Learned from Best Practice at Brandenburg University of Technology

J. Halilović, N. Litwin, S. Gliem, and C. Hipp
Human Resource Management and General Management, Brandenburg University of Technology Cottbus-Senftenberg, Germany
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
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