Westminster students and academics for THE on how to create effective blended learning experiences

In the article the Westminster team offers practical tips to ensure teachers and lecturers are better equipped to design blended learning experiences that are engaging, interactive and effective. As universities continue to adapt to the evolving educational landscape, they highlight that thoughtful design will be key to ensuring student success in a hybrid learning environment.

The article was based on a students-as-co-creators (SCC) project carried out at the Westminster Business School that demonstrates how partnerships with students can improve module design. As part of the project the team carried out a study to find out students’ preferences on blended learning. To do this they surveyed second-year students and held in-depth interviews. The research revealed that 78% of students felt that blended learning positively impacted their engagement.

Thanks to the study they came up with these five tips: Combine blended learning activities, find a suitable space when attending online classes, use digital tools, create a sense of belonging and use different types of assessment.

The article was written by Senior Lecturers in Management and Marketing Dr Gustavo Espinoza Ramos and Dr Setenay Dilek Fidler, and Business Management BA Honours students Mahima Singh and Drilena Ukperaj.

In the article they write: “The development of blended learning modules has been increasing, especially since the pandemic, and there are good practices that educators can follow to improve the student learning experience. Educators should consider that blended learning goes beyond the combination of on-campus and online classes, exploring different spaces outside the classroom and using digital tools to decolonise learning in higher education. Developing the right balance between these four teaching modes varies according to discipline, and student-as-co-creator projects can serve as a valuable source to gather student voices and improve their learning experience.”

Read the full article on the Times Higher Education website.