The COVID-19 pandemic has severely disrupted traditional on-site education. One currently deployed alternative is hybrid education formats, which combine online and on-site elements. Educators, educational institutions, and policymakers need to understand the challenges and opportunities hybrid education can pose to both students and educators to orchestrate these formats successfully. This is especially true when hybrid education allows asynchrony of the learning location, for example, allowing students to choose whether to attend online or on-site. To understand these challenges and opportunities, we deployed a qualitative research design and identified three challenges and three opportunities of hybrid education, allowing location asynchrony, based on two data sources, interviews with educators and open-ended survey answers from students. First, we describe these findings and highlight three larger underlying themes (balancing flexibility with complexity, the challenge of interpersonal connectedness in highly diverse settings, and digital proficiency), including sometimes opposing perspectives of students and educators. As a second step, we matched existing policy guidelines from the European Union with the status quo from our data, and as a result, we identified and discussed four policy implications.

中文翻译：

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地点异步的混合教育的挑战和机遇：对教育政策的影响

COVID-19 大流行严重扰乱了传统的现场教育。目前部署的一种替代方案是混合教育形式，它将在线和现场元素结合起来。教育工作者、教育机构和政策制定者需要了解混合教育可能给学生和教育工作者带来的挑战和机遇，以成功地协调这些形式。当混合教育允许学习地点异步时尤其如此，例如，允许学生选择是在线还是现场参加。为了了解这些挑战和机遇，我们部署了定性研究设计，并根据两个数据源、教育工作者访谈和学生的开放式调查答案，确定了混合教育的三个挑战和三个机会，允许位置异步。首先，我们描述这些发现并强调三个更大的基本主题（平衡灵活性与复杂性、高度多样化环境中人际联系的挑战以及数字熟练程度），包括有时学生和教育工作者的相反观点。第二步，我们将欧盟现有的政策指导方针与我们的数据现状进行匹配，最终确定并讨论了四项政策影响。