{"id":6891,"date":"2026-06-22T09:34:50","date_gmt":"2026-06-22T07:34:50","guid":{"rendered":"https:\/\/artech-consulting.de\/?page_id=6891"},"modified":"2026-06-22T09:34:50","modified_gmt":"2026-06-22T07:34:50","slug":"hybrides-lernen-im-engineering-wann-praesenz-wann-digital","status":"publish","type":"page","link":"https:\/\/artech-consulting.de\/en\/aktuelles\/wussten-sie-schon-2\/hybrides-lernen-im-engineering-wann-praesenz-wann-digital\/","title":{"rendered":"Blended learning in engineering \u2013 when face-to-face, when online?"},"content":{"rendered":"
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This article is Part 2 of our series on hybrid learning in engineering. In Part 1<\/a>, we examined the fundamentals, strengths and limitations of digital training formats \u2013 from e-learning and CATIA V5 training courses to scalable PLM training programmes. We can build on that here.<\/p>\n

Digital formats scale up. Face-to-face training provides a solid foundation. But what happens if you combine the two in the wrong way? Then you don\u2019t create added value \u2013 just friction. Too much face-to-face training for content that works just as well online. Or e-learning modules for complex engineering situations that require real interaction and feedback from a trainer.<\/p>\n

The art of hybrid learning does not lie in simply offering both \u2013 but in knowing when each format produces the greatest learning impact. That is precisely the focus of this article.<\/p>\n

The right format for the right content<\/strong>
\nIn the CAD and PLM environment, learning content can be broadly divided into two categories: content that is reproducible and standardised \u2013 and content that requires context, judgement and experience. This distinction is key to good hybrid design.<\/p>\n

Suitable for digital delivery<\/strong>: basic commands, menu overviews, system logic in CATIA V5 or Siemens NX, standardised PLM processes in Teamcenter, revision units, onboarding modules. Here, e-learning is superior: scalable, location-independent, accessible at any time.<\/p>\n

Face-to-face training required<\/strong>: design decisions, project-specific workflows, data migration, PLM integration into existing corporate structures, team workshops and collaborative process optimisation. These areas require direct dialogue with an experienced consultant or trainer.<\/p>\n<\/div>\n\t\t<\/div>

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Abb. 1: Entscheidungsmatrix \u2013 Wann digitales Training, wann Pr\u00e4senz im Engineering?<\/figcaption><\/figure><\/div>
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Structuring hybrid learning in three phases<\/strong>
\nSuccessful hybrid training concepts \u2013 such as those we have been developing at ARTECH Consulting for over 15 years \u2013 follow a clear phased approach. They allocate learning objectives specifically to the relevant learning format, rather than mixing formats at random.<\/p>\n

Phase 1: Digital Preparation (Pre-Learning)<\/em><\/strong>
\nBefore the face-to-face session, participants learn at their own pace: basic commands, interface logic, core workflows \u2013 everything that can be taught in a standardised way. This has two key advantages: the group arrives at the course with a consistent level of knowledge, and valuable face-to-face time does not need to be spent on the basics.
\nAs we described in the first part of this series, experience shows that this approach reduces face-to-face time by up to 30 per cent \u2013 without compromising learning outcomes.<\/p>\n

Phase 2: Face-to-face training with a lasting impact<\/strong><\/em>
\nThe face-to-face session is not a refresher course \u2013 it is where real skills are developed. Here, company-specific workflows are practised, mistakes are made in a safe environment and corrected immediately, engineering decisions are discussed, and PLM integrations are run through in a real-world project context.
\nWell-designed face-to-face sessions in engineering consultancy do not rely on lecture-style teaching, but on guided practical work: trainers and users work together on specific tasks \u2013 closely mirroring real-life project situations.<\/p>\n

Phase 3: Digital follow-up (post-learning)<\/em><\/strong>
\nAfter the face-to-face session, forgetting sets in \u2013 unless you do something about it. Digital follow-up modules help to consolidate what has been learnt: short revision sessions, reference documents and exercises to be completed at your own pace. Particularly in the CAD and PLM environments, this transfer into day-to-day work is crucial for sustainable process optimisation.<\/p>\n<\/div>\n\t\t<\/div>

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Abb. 2: Das hybride Grundmodell \u2013 Digitale und Pr\u00e4senzphasen im Zusammenspiel (siehe auch Teil 1 dieser Serie)<\/figcaption><\/figure><\/div>
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Common mistakes when combining approaches \u2013 and how to avoid them<\/strong>
\nThe biggest weaknesses of hybrid approaches do not stem from poor content, but from incorrect allocation.<\/p>\n