Digital capacity of VUC Storstrøm
Strategies, Organisational road map models, Competences, Action plansParallel teaching as hybrid education
Hybrid education combines traditional face-to-face instruction with online learning, allowing students to participate in classes both in-person and remotely. At VUC Storstrøm, parallel teaching is a specific implementation of hybrid education where classes are conducted simultaneously for students in different physical locations, connected through advanced technical equipment
Teacher’s Parallel/Hybrid Teaching Competencies
Initially, there was no comprehensive plan for developing and measuring competencies for parallel teaching. By 2025, a complete CPD program has been developed, including workshops, technical guides, and assessment tools. The average proficiency level of teachers improved significantly, moving from A2/B1 to B1/B2 on the DigCompEdu scale. The program highlighted the need for teachers to improve their use of cooperative learning tools and inclusive teaching methods.
Student’s Competencies for the Parallel/Hybrid Classroom
In 2022, there was minimal guidance for students on using technical equipment and behaving in parallel classes. By 2025, comprehensive guidelines and positive evaluations from students indicated significant improvements. However, challenges remained in ensuring all students could operate the equipment and participate effectively. Actions included developing workshops and integrating these into the general introductory program for students.
Hybrid Classroom Design
Initially, classrooms were arbitrarily equipped for hybrid teaching. By 2025, strategically designed hybrid classrooms were implemented, with 85% of students finding the design suitable. The document emphasizes the importance of maintaining optimal classroom topology and ensuring students respect the designated setups.
Technical Equipment and IT Support
The number of parallel classroom units increased from 28 to 39, with significant improvements in technical support and equipment maintenance. By 2025, teachers rarely blamed the equipment, and a comprehensive user manual was developed. The document highlights the need for IT support to participate in development activities and upskilling.
Management
The outcomes of HAVE calls for management to influence legislation to improve funding for online students, ensure teachers are present at all locations, and promote a positive view of parallel classes. It also suggests bringing all students together physically at the start of a parallel class to build a sense of community.
