Hybrid Education

Below you find an overview of relevant information when (starting with) making your education hybrid.
This overview will be updated regularly.

If you have an information that we could add to this overview, please send an e-mail to: teachingacademy@tudelft.nl.

[01-09-2021] 'Advanced/full hybrid' manuals (per room) and updated Logitech MeetUp manual added 

'Advanced/full hybrid' manuals (per room) and an updated version of the Logitech MeetUp manual are added to this overview. You can find the manuals - downloadable PDFs; in Dutch-English - in the overview below in the 'AV/Technical' section. 

Date 01-09-2021

Things to consider in making your education hybrid

What is hybrid education?

“Education that is provided simultaneously to students who are on site and to students who are at a distance and participate online”

Basic didactics

Setting up your hybrid lecture

Take a close look at the design and nature of your education when making your education hybrid. Ensure you set up your education in such a way that it serves both the on-site and the online student group. In going over your options, have a look at the hybrid education overview on the Teaching & Learning Support website. For didactical questions, please contact a learning developer by emailing to teaching-support@tudelft.nl
In doing so, think of, for example: using polling (Turning Point), asking question by raising hands (in the room, but also online) or by using an online discussion board.

Assistance during your hybrid lecture

Consider appointing a student (assistant) on-site to monitor the chat and raise his/her hand to read out the questions from the students at home. Also, this assistant can help you out with technical issues (such camera/sound problems) that might come about during the lecture. 


Schedule mini-break moments in your hybrid education to check whether everyone (both on-site and online students) understand the content and like the pace of your lecture. Check this, for instance, every ten minutes. Also, do not forget to offer students enough break(time).

Repeating student questions

Repeat questions that are asked (online and on-site) so both student groups are always on the same page. This also helps yourself to better think about your answer.

Back-up plan

Things never go as planned. Therefore, it is a good idea to have back-up plans in your hybrid lecture. For instance, prepare an assignment for your students to keep them occupied if anything unexpected happens. 

Level of interactivity 

Think through which degree of interactivity you aim for. In going over your options, have a look at the hybrid education overview on the Teaching & Learning Support website. Make sure to limit the gap between online- and on-site student experiences. Students online slip away more easily.
Pay special attention to how both the on-site and online students can participate actively in your lecture – and whether your interactivity requires both groups interacting with each other.

Working in smaller groups

In hybrid education, you can also let your students work in small groups. For the online students use break-out rooms in doing so, while you split up your on-site students in smaller physical groups. Consider “going around” and helping small groups of students. To spark a discussion. Discuss the output of the groups in a way that works for both student groups (on-site and online). For example, use a shared document or online whiteboard to do this.Also, when working with break-out rooms don’t forget to give clear instructions (what is the assignment, what is expected, when to be back in the ‘main room’). Remember to pair up online students with online students, and on-site students with on-site students for practical reasons. 

AV / Technical 

Camera & microphone

Use a wide-angle camera and microphone set such as Logitech MeetUp ('hybrid light'), so your online students can see and hear you properly. Logitech MeetUps have a range of vision of 120 degrees (360 for tripod or trolley versions) and are available on campus. For availability at your faculty or building, have a look at ESViewer
Each Logitech MeetUp comes with an instruction manual including text and images on how to set it up.
Contact the Service Desk if you have any questions or need support.

Delay in time

When interacting with your students online, consider a possible delay. Note that Collegerama is less suitable for interaction, because of the delay of approx. 30 seconds. Consider using MS Teams.

Tooling Use a conference/streaming tool (e.g. MS Teams) that is supported and privacy proof according to the overview Educational Tooling.

Final check

Remember to do a final check (camera, audio, device/tool settings, chat, connection) before starting your hybrid lecture.

'Advanced/full hybrid' manuals Are you using one of the advanced/full hybrid rooms? Make sure to have look at the technical instructions manual of the room that you will be using. You can find (and download) the PDFs of each room below. 
CEG Hall 1.95 | EEMCS Hall Chip | Pulse Hall 7 | Pulse Hall 9 |
Pulse Technology | TBM Lecture Hall A | ARCH Hall T

Regular rooms

To offer hybrid education in a regular room use a Logitech MeetUp ('hybrid light' set). With this set the lecturer is visible and audible for all students, but interaction is limited. Availability of the MeetUp sets is organised by the faculties themselves. Have a look at the ESViewer for availability at your faculty or contact the Service Desk for more information.

Specialised hybrid rooms

Based on lecturer experiences gained during a pilot this spring, facilities for hybrid education will be expanded this summer. After summer, eight education rooms spread over campus will be equipped with advanced microphones, cameras and extra monitors for hybrid education. These rooms support a high level of interaction for all participants. Check the Hybrid education 'advanced' box in the ESViewer to find out more about these rooms.  



Provide both on-site and online students with clear instructions on how to interact with you and with each other.


Keep in mind to regularly ask both student groups (on-site and online) if they comfortable with the pace of your lecture. Again, also remember to take enough breaks.


Consider offering (online) students the opportunity to chat (with you) after the lecture to make them feel more connected. Allow space for humour to accelerate connectivity.


Ask both online and on-site students to share their experience of the hybrid lecture. What should stay, what should be modified, and what should go? Use this feedback in the preparation of your next hybrid lecture.

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