Traditionalists will argue that conventional classroom lectures have been and always will be the most effective form of teaching. In contrast, people focusing on progress will put pure e-teaching on a pedestal. Confronted with these two extremes, a natural reflex is to search for a compromise. Hybrid learning could be such a compromise. However, the important question is whether this is only a compromise for the anxious, an interim arrangement on the transition to pure e-teaching, or the best conceivable solution, that is meant to stay.
In the present paper we are giving evidence for the latter position based on practitioners’ experiences of more than ten years of technology enhanced teaching. We address the need for university wide learning management systems and advocate simple, cost-effective, and sustainable solutions not asking too much from lecturers, but—nevertheless—causing a significant added value for the students.