Educational activities to prepare students for participation in hybrid and online learning

1. Introduction

The introduction of hybrid and online teaching requires additional student-centred preparation. For students to successfully engage in a digital learning environment, it is important to design activities in advance that provide them with a clear understanding of how to work, what to expect and how to use technology. Teachers should foster an approach that provides students with structure, support and orientation from the very beginning of the lesson.

In online learning, introductory learning activities need to be carefully designed because students often do not have direct contact with the teacher and peers. Therefore, it is important to establish a sense of safety and belonging right from the start. This can be achieved through an introductory welcome video, an orientation test, a forum discussion or an assignment in which students introduce themselves. Activities should clearly communicate what is expected, how the work will be done, and where students can find support. In hybrid learning, some of the introductory activities can take place face-to-face, but it is still necessary to ensure that all students, regardless of whether they participate in person or online, receive the same information and opportunities to engage. It is necessary to design universal activities that can work in both environments.

When it comes to preparing educational materials, students need to be given clear instructions, an estimated duration of the activity, and the opportunity to self-assess their knowledge. It is desirable to include a combination of text, visual and audio content in the materials. In hybrid teaching, some of the instructions and content can be broadcast live, but all the materials should also be available in digital form to ensure equal access. It is recommended to use a single digital platform and clearly indicate what is expected of students before, during and after each encounter, regardless of its format.

The following topics will be covered in this activity:

• How to plan introductory educational activities for students
• How to prepare and structure educational materials
• Where can I find additional resources and support?
• Examples of good practice.

2. How to plan introductory educational activities for students

Introductory educational activities play a key role in shaping the student experience when transitioning to an online or hybrid format of teaching. It is recommended to begin the teaching process with clearly structured orientation materials, which can be designed as short videos, digital guides or interactive live meetings via videoconferencing tools. Such materials serve to familiarise students with the basic elements of the course, the way of working, the rules of communication, forms of evaluation and expectations regarding participation and independent learning.

It is also important to provide students with technical instructions explaining how to use the learning management system (e.g. Moodle), communication tools and other relevant digital resources. Using simple tools for self-assessment of knowledge and digital skills, it is possible to encourage students to independently identify areas in which they need additional support, thereby increasing their confidence and motivation to learn.

Examples of activities 

One recommended activity is to record a short welcome video in which the teacher introduces the course, explains the objectives and structure of the lesson, and briefly demonstrates how to use the basic functionalities of the learning system. This personal approach contributes to a sense of presence and engagement, even in a virtual space.

Another recommended activity includes holding an introductory synchronous meeting via a videoconferencing tool (e.g. BigBlueButton, Zoom, MS Teams) where students can familiarise themselves with the communication rules, deadlines and expectations in the course, and ask questions and clarify any ambiguities.

3. How to prepare and structure educational materials

When preparing educational materials for hybrid and online teaching, it is important to pay attention to clarity, readability and accessibility of content. In an online environment, students often work independently and at different paces, so it is important to ensure that the materials are organised logically and in line with the course objectives. Instead of long text documents, it is more effective to use shorter units of content (so-called microcontent), which allow for easier acquisition of the material and better monitoring of one's own progress.

Materials should be adapted to different learning styles, so it is recommended to use a combination of textual, visual and auditory content. Accessibility is also an important aspect — all materials should be available in formats that are compatible with different devices, including mobile, and designed according to the principles of digital accessibility. Interactive elements, such as review questions, tasks with automatic feedback or multimedia simulations, further contribute to student engagement. Teaching content should be constructively aligned with learning outcomes.

Examples of activities

As an example of the first activity, the teacher can prepare teaching content in the form of short micro-lessons of 5 to 10 minutes, which are thematically linked and allow students to learn flexibly in smaller parts. Each module includes a textual summary, a graphic representation and a short quiz to check understanding.

Another example involves adapting existing presentations into an interactive format using tools like H5P or Genially. This provides students with content that is informative but also encourages active participation through questions, tasks, and links to additional resources.

You can view the third example of a microlesson at the link.

4. Where can I find additional resources and support?

When designing and implementing activities for online and hybrid learning, teaching staff can rely on a variety of reliable sources of support and professional materials. National institutions such as CARNET and Srce offer a rich selection of educational guides, tutorials and examples of good practice that are available through their official websites. In these knowledge bases, it is possible to find technical and pedagogical guidelines, as well as current information about new tools and approaches in digital education.

Additional support can be found in open educational resources (OER), which are freely available for download and adaptation. It is also recommended to join communities of practice that operate within institutions or at the national and international levels. By actively participating in these communities, it is possible to exchange experiences, receive mentoring support, and continuously monitor the latest trends and innovations in the field of e-learning.

Examples of activities

One concrete activity can be the creation of a special section within the course in the LMS dedicated to technical and organisational support for students. This section includes links to guides for using the platform, contact information for help, and frequently asked questions (FAQ).

Another recommended activity is to select and share high-quality open educational content (e.g. video lessons, e-manuals or simulations) that expand the thematic scope of the course and allow students to further develop at their own pace.

5. Examples of good practice

Good practices in planning and implementing introductory activities for online teaching include courses that use structured orientation modules available through the learning system. In such courses, students have the opportunity to familiarise themselves with digital tools, methods and standards within the course before the start of active teaching. Some study programmes also include a self-assessment of digital competencies as part of the orientation process, which allows students to identify their own strengths and areas for development.

Additionally, an effective approach includes integrating clear and easily accessible student support sections within each course. These sections often include technical instructions, frequently asked questions, support contact information and helpful tips for successfully participating in online learning. In this way, faculty create a predictable and supportive digital environment that makes it easier for students to navigate and increases their sense of belonging to the educational community.

Examples of activities

One example is the design of a demonstration course or sample module that allows students to explore the digital environment without pressure, try out tasks and learn how to work before formal assessment begins. An example of such an activity is the MOOC on the use of educational technologies for first-year undergraduate students, which is held at the beginning of each academic year at the Faculty of Philosophy of the University of Zagreb and which is attended by all freshmen of that HEI.

Another example involves including student feedback from previous course offerings in introductory materials, which provides new students with useful advice from the perspective of their peers and further builds a sense of community and support.

6. Conclusion

From a student perspective, clearly structured introductory activities, accessible and understandable materials, and ongoing support in a digital learning environment make it much easier to get started with a course. When everything needed for the work is clearly presented and easily accessible, students feel more confident, motivated and ready to actively participate in class. This reduces the level of uncertainty and frustration, and increases engagement and success in learning.

On the teacher's side, well-planned initial activities reduce the number of repeated inquiries, technical problems and ambiguities that normally hinder the beginning of the semester. This allows teachers to focus more on the pedagogical aspect of their work — preparing content, teaching and monitoring student progress — instead of spending time on solving basic technical and organisational problems. Such an approach contributes to a more efficient and high-quality performance of online and hybrid classes, for mutual benefit.