Hybrid education is a complex combination of simultaneous face-to-face and online teaching. This model of teaching comes with a wide range of benefits, primarily being able to offer the same content to a wider audience. Hybrid education became an effective form of teaching during the COVID-19 pandemic. In these post pandemic years, the benefit of hybrid education can still be utilized, allowing for improved flexibility in teaching schedules, engaging students in interactive learning, bringing online students closer to the teacher and face-to-face students, and offering education to students who could not otherwise participate. However, with all the benefits of hybrid education, there are some significant challenges which restrict the implementation or hinder the full potential of hybrid education. Some key challenges are student engagement from the online students with the teacher as well as with other students, technological requirements, physical classroom set-up, education of the teachers, and time investment in re-structuring courses. In this article, we review the challenges of hybrid education, strategies to address these challenges focusing on implementation and effectiveness, as well as evaluating student feedback from students at Jönköping University that have been a part of hybrid education. 

The pandemic has forced teaching as well as as the Software Development industry, to be performed remotely. The educational institutions are therefore facing the situation of training and steering the students in, not only complex work, but also in remote-based work and it processes. Specific challenges here relate to project work with larger groups of developers, with testing, and integration of technical components for complete solutions, but the psychosocial factors come into play as well. This paper considers the situation that has arisen as a consequence of the pandemic and regards how project-based courses should be adapted to ‘The New Normal’. In focus is a course in Software Engineering, where a large-scaled project shall be developed remotely. Representatives from IT-companies act at the course remote, and at specific occurrences. The course is observed by the teachers to see its outcome, as well as different aspects on attitudes towards future remote work. Interviews and surveys regarding attitudes of students, as well as involved company representatives are presented, where the focus is on process, productivity, work environment, interest in remote work, as well as social aspects. The main findings, based on the surveys, motivates hybrid solutions for university courses, to meet the corresponding companies’ way of future working style.