Hybrid teaching

This page provides a framework for delivering innovative teaching experiences for students and staff through combining synchronous in-person and online teaching methods. Its content is applicable to all staff and students at the UK campus.

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1.0 Purpose

The purpose of this page is to set out the definitions, regulations, and standard operating procedures for hybrid teaching delivery at the University of Nottingham UK. The hybrid teaching regulation embodies the institution's commitment to delivering a dynamic, inclusive, modern and international education experience that adapts to the changing needs of the academic community. Through this regulation, the University aspires to foster a stimulating and supportive learning environment that empowers students to excel academically and prepares them for future challenges in an ever-evolving world.

2.0 Key principles

The following principles guide the implementation of hybrid teaching, both the HyFlex Format and HyGlobal Format, at the University of Nottingham.

2.1 Definitions

Hybrid teaching at the University of Nottingham refers to an educational approach that combines in-person students and online students attending the same synchronous teaching sessions. This is not to be confused with blended learning, defined by the Office for Students (OfS) as ‘teaching and learning that combines in-person delivery and delivery in a digital environment’. More information about the OfS can be found in the ‘Related Regulations, Policies and Procedures’ section below. Blended learning can take place synchronously or asynchronously, can be entirely in-person, entirely remote, or a mixture of both.

Although hybrid teaching delivery may be regarded as a form of blended teaching, ‘hybrid’ refers to a specific way of combining synchronous online and in-person teaching. Further clarification is provided by the OfS and summarised on the CAAT SharePoint. Links to the relevant CAAT SharePoint can be found in the ‘Related Regulations, Policies and Procedures’ section below.

Hybrid teaching at the University of Nottingham refers to:

Hybrid Flexible (HyFlex) Classroom Format: teaching activities that are simultaneously delivered to in-person and remote participants within the UNUK.
Hybrid Global (HyGlobal) Classroom Format: international teaching based on partnerships with UNNC, UNM and other international institutions that are simultaneously delivered to in-person and remote participants.

Two main models of hybrid teaching are relevant to this document:

Classroom-to-classroom for the HyGlobal Classroom Format
Classroom-to-individuals for the HyGlobal Classroom Format and the HyFlex Classroom Format.

HyGlobal classroom-to-classroom format: when two or more classrooms of in-person students and tutors at different institutions interact with each other. In this format, all attendees are in a physical location with others but are also interacting online with participants elsewhere as part of structured teaching sessions.

Classroom-to-individuals: when in-person students attend teaching sessions in a physical classroom and remote students attend the same synchronous teaching session online.

All hybrid teaching delivery must be registered and approved in advance using the steps of the Standard Operating Procedure outlined below. No hybrid teaching delivery is permitted without prior approval. In this context, hybrid teaching delivery includes, for example, pre-planned HyFlex delivery, providing an additional online link for students on an ad-hoc basis, or providing a link for students who could not attend due to illness or accident. The UKVI regulations make it clear that remote delivery, including hybrid delivery, for students above the 20% threshold is only permitted in circumstances such as extreme weather that has closed the campus and not for circumstances such as a student’s car breaking down.

2.2 Exceptions

Hybrid teaching covered in this regulation:

does not refer to the combination of face-to-face synchronous with online asynchronous teaching, such as the preparatory elements before a flipped classroom session;
does not refer to distance learning, remote learning, and online learning; i.e. synchronous educational activities, whether at the session, module, or programme level, that are delivered exclusively remotely (see CAAT SharePoint link in ‘Related Regulations, Policies and Procedures’).

2.3 UKVI compliance

Hybrid teaching must comprise no more than 20% of a student’s taught hours across their degree programme. This applies to HyFlex and HyGlobal modes of delivery as well as remote delivery. Remote delivery sits outside the purview of this document but must be considered for UKVI compliance.

HyFlex delivery must not be used for free choice modules that are open to students across the university due to the inability to ensure compliance with the 20% threshold. Participation in HyGlobal sessions must be delivered in-person at UNUK and does not contribute to the 20% threshold. HyGlobal sessions that use HyFlex delivery must adhere to all HyFlex requirements.

2.4 Student choice

All students participating in the HyFlex Format must be able to choose their preferred mode of attendance. Any removal of that optionality potentially violates CMA and OfS conditions unless schools have followed all of the consumer protection requirements in detail of information to the students about mode of attendance for their programme. As long as students choose their mode of attendance, the provision of hybrid opportunities is an optional extra. (See OfS consumer protection, OfS online and blended learning, and Higher education: consumer law advice for providers in ‘Related Regulations, Policies and Procedures’.)

Students participating in a HyGlobal module must be clear at the earliest opportunity that the mode of delivery for it is hybrid.

The proportion of in-person and online attendance must be specified in module information and timetabled events must reflect the specification provided.

2.5 Effective delivery

University-supported digital platforms (e.g. Moodle, MS Teams) must be utilised to deliver hybrid teaching. These must be accessible to all students and follow the university’s Moodle Everywhere guidance.

2.6 Pedagogical excellence

Hybrid teaching must deploy pedagogical strategies to maximise student engagement, critical thinking, and collaborative learning experiences. This may be supported by the Beyond Blended model [link to follow].

All students taking part in hybrid teaching, regardless of whether HyFlex or HyGlobal, must be provided with sufficient opportunities to engage with teaching staff and learning peers, in compliance with the Office for Students’ Regulatory Framework (condition B1).

2.7 Inclusivity

Hybrid teaching ensures that all students, regardless of their location, professional and personal contexts, are able to participate in learning. The university is committed to provide support and accommodations to address accessibility challenges.

2.8 Technology

Hybrid teaching requires ongoing investment in reliable and user-friendly technological infrastructure to facilitate student-student and student-tutor interactions and content delivery. Staff planning to offer hybrid teaching must confirm that the requisite technology will be available when approval for hybrid teaching is sought. (See Roles and Responsibilities and Procedural Steps for further information.)

2.9 Support

Hybrid teaching requires support for staff and students to ensure pedagogically robust teaching and effective use of digital tools. Areas of support also include the allocation of appropriate spaces and facilities for the delivery of hybrid teaching.

2.10 Evaluation

The University is committed to evaluating and improving the hybrid teaching pilots based on feedback from staff, students, and other stakeholders. An evaluation strategy will be implemented for both formats to identify areas of enhancement and any necessary changes. The outcomes, including student experience measures and attendance rates, must be evaluated and reported to Faculty ESE Boards, and monitored by University Education and Student Experience Committee.

3.0 Roles and responsibilities

3.1 Teaching staff

Any staff involved in teaching delivery, regardless of job family or contract type, are responsible for the following:

Submitting a hybrid teaching proposal to the faculty that is responsible for the quality assurance of the module delivery.
Confirming that the required technology and spaces will be available for the proposed hybrid sessions.
Arranging and attending staff training by Learning Technologies/Digital and Technology Services (DTS) before the start of teaching.
Giving sufficient notice, defined as a minimum of 20 working days, for Learning Technologies/DTS to accommodate within their existing commitments.
Providing guidance to students on how to optimise their participation in hybrid teaching and learning experience.

The following additional responsibilities apply to HyFlex delivery:

Securing University APVC for Teaching and Curriculum Leadership approval for participation in the HyFlex pilot.
Submitting progress reports and evaluations of student experience and impact to the University Education and Student Experience Committee.

The following additional responsibilities apply to HyGlobal delivery:

Communicating how the module will be delivered, expectations of students as participants, and technological needs for participants before module enrolment.
For undergraduate returners, this means prior to module pre-enrolment in the spring preceding their next year; for other students, this means at the earliest point students make their choices for optional modules.

3.2 School or department

The school or department responsible for the quality assurance of the module to be taught in a hybrid way is responsible for the following:

Assessing the suitability of the initial proposal and the ability to provide sufficient support and resource to meet the requirements of the Hybrid Teaching Regulation.
Allocating additional resources from within the school or department to ensure support for classroom facilitation of HyGlobal sessions.
Communicating the structure and objectives of a hybrid teaching programme, module, or event to the students at least 5 working days before the start of the teaching term in which the hybrid sessions will take place.
Arranging orientation sessions for students at the beginning of each semester to familiarise them with the hybrid teaching approach, the digital environments and digital tools used to support teaching and learning.
Monitoring the quality of student experience and educational impact of hybrid delivery.
Ensuring that staff involved in delivering hybrid teaching receive support in the relevant pedagogical skills.
Allocating additional classroom support to the delivery team, who will be responsible for monitoring and interacting with online participants and ensuring they have a smooth experience.
Ensuring that HyFlex delivery is indicated as hybrid on students’ timetables to support UKVI and OfS reporting.
Jointly with DTS, ensuring that students have access to staff (virtually or in-person) who assist them in gaining full benefit from the hybrid teaching experience.
Disseminating DTS guidance for students of the routes they should follow to troubleshoot any issues related to the use of digital platforms and technology utilised in hybrid teaching.

3.3 Faculty approver

The designated faculty approver, normally the Faculty PVC or their designated delegate, is responsible for the following:

Assessing hybrid delivery proposals for costs, benefits, and appropriate allocation of staff.
Ensuring submission of evaluations of the student experience.
Setting requirements for expectations for reporting on HyGlobal delivery.

3.4 University APVC for Teaching and Curriculum Leadership

The University APVC for Teaching and Curriculum Leadership is responsible for the following:

Holding scoping discussions with staff or faculties proposing HyFlex delivery.
Assessing formal applications for HyFlex delivery.
Liaising with Digital and Technology Services to ensure support for classroom facilitation of HyFlex sessions.
Reviewing reports and identifying risks and learnings from evaluations and communicating these to relevant stakeholders.

3.5 Learning Technologies/Digital and Technology Services

Learning Technologies and Digital and Technology Services staff are responsible for the following, with the division of workload according to availability and expertise:

Delivering hybrid training to teaching staff.
Providing classroom facilitation support for HyFlex delivery as directed by the University APVC for Teaching and Curriculum Leadership.
Providing guidance for students of the routes they should follow to troubleshoot any issues related to the use of digital platforms and technology utilised in hybrid teaching.
Jointly with administering schools or departments, ensuring that students have access to staff (virtually or in-person) who assist them in gaining full benefit from the hybrid teaching experience.

3.6 Quality and Standards Committee (QSC)

The University Quality and Standards Committee is responsible for the following:

Reviewing evaluations of HyFlex delivery and recommending actions from the findings.
Recording or escalating risks identified.
Sharing good practice identified.

4.0 Procedural steps - HyFlex

4.1 HyFlex Teaching Proposal Development

The first stage of hybrid delivery is creation of a formal proposal. This is not optional. Schools or departments and faculties may specify additional requirements that exceed the minimum standard laid out here.

Staff members developing a HyFlex proposal must hold a scoping discussion with the University APVC for Teaching and Curriculum Leadership to establish suitability and understanding of the requirements.
Participation of modules in hybrid delivery must be approved in writing by the University APVC for Teaching and Curriculum Leadership, and progress reports must be submitted to the University Education and Student Experience Committee.
After a HyFlex proposal is accepted, the school or department will work with the Timetabling team to ensure all HyFlex sessions are designated as ‘hybrid’ type in the timetabling system.

4.2 Training and Classroom Support for Staff

After securing approval from school or department, faculty, and University APVC, training and guidance must be arranged well in advance of the start of session.

Staff must attend appropriate training from Learning Technologies/Digital and Technology Services (DTS) on how to operate the relevant equipment. Staff must keep in mind constraints on DTS time and give at least 20 working days’ notice to allow the training to take place.
Schools or departments must ensure that the sessions have been allocated sufficient in-classroom support during the sessions, including securing classroom facilitation support from Learning Technologies/DTS or allocating additional staff from within the school or department.

4.3 Communication, Training and Classroom Support for Students

Alongside arranging staff training, schools or departments must also arrange communications and training for students.

The school or department must communicate the availability of the HyFlex sessions, including information about frequency and the modules or sessions delivered in this format.
The school or department will arrange orientation sessions for students at the beginning of each semester to familiarise them with the hybrid teaching approach, the digital environments and digital tools used to support teaching and learning.
Learning Technologies/DTS and the school or department will provide guidance to students for troubleshooting the digital platforms and technology used in hybrid teaching and signposting them to staff (virtual or in-person) who can assist them in gaining full benefit from the hybrid teaching experience.
The University will maintain open communication with students and staff regarding the adoption and implementation of HyFlex teaching.

4.4 Evaluation and Reporting

At the end of each semester, hybrid delivery must be evaluated and reported to Quality and Standards Committee. As a minimum standard, evaluations must provide:

An evaluation of student experiences on the module, using data such as informal surveys, Student Evaluation of Module results, and feedback received from Student-Staff Forums.
Baseline attendance data. If precise breakdowns are unavailable, the following options are acceptable options: aggregate comparisons between previous years and current year, estimates of online vs face-to-face attendees, and identification of general trends.
A reflection on issues and lessons learned as well as the identification of what went well.
An action plan for any changes to future delivery to implement outcomes of the reflections, including the escalation of any risks identified.

QSC has the discretion to embed the reporting requirements into the Annual Programme Reporting (APR) process after the first successful run of the module. QSC also retains the discretion to increase reporting or to escalate concerns as part of the APR system.

5.0 Procedural steps - HyGlobal

5.1 HyGlobal Teaching Proposal Development

The first stage of HyGlobal delivery is creation of a formal proposal. This is not optional. Schools or departments and faculties may specify additional requirements that exceed the minimum standard laid out here.

Staff members developing hybrid teaching for HyGlobal must submit a proposal for approval to the Faculty responsible for delivering the module. The proposal must include an outline of the module, learning objectives, a description of in-person and online components, and the assessment plan.
HyGlobal modules being introduced for the first time will need to complete these procedural steps to achieve approval before submission to the annual curriculum updating cycle as a new module.
If the HyGlobal proposal includes some sessions where UNUK students will not attend a physical classroom on campus for the session, the proposal must simultaneously follow the HyFlex procedural steps.
As part of the proposal stage, the staff members must also confirm that the required technology and spaces will be available for the proposed hybrid sessions through liaison with DTS and Timetabling as part of the annual timetabling requirements gathering processes.

5.2 Training and Classroom Support for Staff

After securing approval from school or department and faculty, training and guidance must be arranged well in advance of the start of session.

Staff must attend appropriate training from Digital and Technology Services on how to operate the relevant equipment. Staff must keep in mind constraints on DTS time and give at least 20 working days’ notice to allow the training to take place.
Schools or departments must ensure that the sessions have been allocated sufficient in-classroom support during the sessions, including allocating additional staff from within the school or department.

5.3 Communication, Training and Classroom Support for Students

Alongside arranging staff training, schools or departments must also arrange communications and training for students.

The school or department must communicate the structure and objectives of the HyGlobal sessions, including information about frequency and the modules or sessions delivered in this format.
The school or department will arrange orientation sessions for students at the beginning of each semester to familiarise them with the hybrid teaching approach, the digital environments and digital tools used to support teaching and learning.
DTS and the school or department will provide guidance to students for troubleshooting the digital platforms and technology used in hybrid teaching and signposting them to staff (virtual or in-person) who can assist them in gaining full benefit from the hybrid teaching experience.
The University will maintain open communication with students and staff regarding the adoption and implementation of HyGlobal teaching.
Schools or departments must inform students of modules delivered using HyGlobal delivery before the students select their optional modules.
For undergraduate returners, this means prior to module pre-enrolment in the spring preceding their next year; for other students, this means at the earliest point students make their choices for optional modules.
The communications must include how the module will be delivered, expectations of students as participants, and technological needs for participants.

5.4 Evaluation and Reporting

At the end of each semester, hybrid delivery must be evaluated and reported to the school and faculty. As a minimum standard, evaluations must provide:

An evaluation of student experiences on the module, using data such as informal surveys, Student Evaluation of Module results, and feedback received from Student-Staff Forums.
Baseline attendance data. If precise breakdowns are unavailable, the following options are acceptable options: aggregate comparisons between previous years and current year, estimates of online vs face-to-face attendees, and identification of general trends.
A reflection on issues and lessons learned as well as the identification of what went well.
An action plan for any changes to future delivery to implement outcomes of the reflections, including the escalation of any risks identified.