Increasing numbers of providers are embracing flexibility and student-centred learning by offering academic programmes in a variety of study modes, with many providers allowing students to choose between online or blended alternatives and traditional on-campus teaching.
The assumption is that programmes are equal; students should have positive experiences and achieve learning outcomes regardless of the mode of delivery, and it is therefore a matter of personal preference or circumstances which should determine student choice. To what extent is this assumption of equivalence justifiable and should there be considerations other than convenience? How can providers ensure students make the right study choice for themselves in terms of perceived outcomes and employability?
By comparing the student experience of blended and face-to-face provision with online provision which was purposefully designed to be accessed online, and provision which has been adapted from blended or face-to-face delivery, this project will uncover how providers can best help students to make informed choices – supporting them with clear communication about the potential differences in expectations, study experiences and outcomes resulting from their choice of study mode.
Project approach
The project will focus on Psychology as the subject of the study. Using focus groups with current students, programme leaders and other stakeholders, this project will explore the reasons why institutions offer programmes in different learning modes and students’ reasons fot their study choices. The following questions will be considered:
- Do students make decisions based on flexibility and accessibility alone, or are there other drivers?
- What are the perceived benefits and drawbacks to each learning environment?
The team will also conduct a literature review on preferences, learning outcomes, student characteristics and success in different learning modes in higher education, particularly in relation to Psychology courses.
Planned outputs
The project will lead to the creation of:
- Guidelines for providers to help them in supporting students to make informed choices on expected study behaviour, learning outcomes and skills development for different modes of study
- Guidance for students who are considering embarking on a blended or online course, helping them understand what to expect and prepare for.
Lead institution: University of Roehampton
Partner institution: University of Liverpool
Other Collaborative Enhancement Projects
QAA supports a number of projects every year, covering a range of topics and interest areas. Each is led by a QAA Member, working in collaboration with other members institutions. You can find more information on all projects, and access resources and outputs, on our website.