Digitale und hybride Unterrichtsformate im Vergleich: eine Analyse am Beispiel von Lehrvorträge aus dem italienischen DaF-Bereich

Abstract

This article examines digital and hybrid teaching formats in higher education, focusing on academic seminars in German as a foreign language (DaF – Deutsch als Fremdsprache). It discusses how the shift towards virtual communication, accelerated by the pandemic, has reshaped interactional dynamics and necessi-tated new strategies for managing distance and complexity in knowledge trans-mission. Employing a media-theoretical and conversation-analytical framework, and drawing on empirical data, the study compares digital and hybrid lectures, identifying their distinctive communicative features. !e article also considers the potential future role of artificial intelligence in hybrid university teaching.