• Language teaching requires students to follow teachers’ facial expressions. But having to wear face masks and increase the distance between the teacher and the students negatively impacted the learning experience. We soon opted for online only teaching for all language modules (English and German classes).
• The ‘new normal’ is not either an online or offline scenario, but rather a hybrid system. The requirement for students and staff to stay away from campus when experiencing cold symptoms meant we needed a agile response for group teaching.
• The Damocles sword known as ‘localised lock-down’ required the flexibility to switch back to online teaching (potentially) overnight. We responded by setting up ZOOM teaching sessions as a series for the whole semester. We scheduled the sessions for the same time as the face-to-face teaching sessions and equipped rooms to allow tutors to have students join remotely. This created what we call a hybrid learning space, blurring the boundaries between the virtual and corporeal.
• The hybrid system requires strong and close connections between lecturers and students to ensure smooth delivery. Solving technical issues, exploring pedagogical adaptions for teaching and supporting students adapt to this new way of learning were all part of the process.
Naturally, there are limitations to this livestreaming of face-to-face lessons.
• Deploying extra equipment has budgetary and logistical implications.
• Students are more tempted to opt for online delivery due to convenience rather than necessity creating additional challenges for lecturers in trying to accommodate everyone.
• The hybrid model can provide extra value for engaged students but motivating less engaged students via online teaching can be a lot harder.
• Wi-Fi connectivity, or rather issues with it, can be distracting and take up precious teaching time.
• Enabling some form of face-to-face teaching meant following very strict social distancing measures, which are time consuming for staff.