The Office for Students (OfS) has responded to a blended learning review which considered how, following the pandemic, universities were delivering blended learning and the approaches institutions were taking to online teaching.
Blended learning refers to teaching and learning that combines online and in-person delivery, and has risen in prominence following the pandemic, when all university teaching was delivered online.
Despite the fact there are no guidelines in place to prevent or restrict in-person learning, some institutions are still delivering degree courses with a mixture of in-person and digital teaching.
OfS commissions blended learning review
The review, which was commissioned by the OfS and led by Professor Susan Orr, Pro Vice Chancellor Education at De Montfort University, involved interviewing students and staff at higher education institutions.
While the review found examples of high-quality blended approaches that support students’ learning, it also saw pockets of ‘poor online teaching practice’ as well as poor online learning resources. From this, the review concluded that the balance between face-to-face and online delivery ‘is not the key determinant of teaching quality.’
Students interviewed said that they received slower and lower quality feedback in online learning than in face-to-face settings and reported feelings of isolation while studying online during the pandemic.
Professor Orr said: ‘We noted with concern the negative impact on students of long periods of studying online during lockdown. Students reported that they felt isolated and less able to get feedback from tutors and peers while studying online. This reminded us how important it is to help students rebuild peer networks and communities.’
Universities must reflect on delivery methods of teaching
From this research, the review panel has made 23 recommendations, which include universities and colleges making sure that:
- Students have clear information about the approach that can expect to blended learning when they are thinking about applying for a course and after registering.
- Unedited lectures from previous years are carefully reviewed before they are used again.
- Growth in student numbers does not drive their approach to blended learning.
- Approaches to learning and teaching allow academics to identify where students are struggling with online content or falling behind.
- Students are engaged with to identify and address barriers to attendance and engagement.
- Universities work with students and student unions to create tools for students to evaliate their experience of blended study.
Susan Lapworth, chief executive of OfS said they recognise the speed at which institutions ‘transformed the delivery of their courses at the start of the pandemic.’ However, it is key that universities and colleges reflect on what has worked for students and what has not.
Lapworth said: ‘Today’s report should inform that reflection and contains lessons for universities and colleges that wish to continue to adopt blended approaches.
‘We have also provided guidance to assist providers in understanding where the OfS may have concerns about compliance with our conditions of registration. They have the opportunity now to make changes to their approach to ensure courses meet our requirements for quality and we expect them to do so.’