How did students in STEM related subjects experience blended learning during lockdown?

Our latest QAA-funded Collaborative Enhancement Project provides insights into the blended learning experiences of students in STEM-related subject areas. The research project, led by Leeds College of Building in partnership with York College, aimed to explore the experiences of students from science, technology, engineering, and maths (STEM), construction and built environment subject areas.

These courses were selected due to the significant practical elements required of students, which may not naturally lend themselves to blended learning. It also identified developmental activities that support improved progression from study to the workplace, with a focus on digital skills.

Research was carried out via student focus groups, supported by evidence-based research into curriculum models including blended learning design. The project team identified barriers to a blended model and approaches to overcome these by working with current students, alumni, and employers.

Dr Ailsa Crum, Director of Membership, Quality Enhancement and Standards at QAA commented: “It’s particularly valuable to have information about how students in subjects involving practical elements were able to continue their studies in different modes of delivery and, crucially, to aid future thinking on pedagogy as well as positive ways of supporting students to move into the workplace.”

The full project report includes important information from the background research, analysis, and conclusions. The project team have also developed an ‘At a glance’ document which summarises the project and a ‘Key findings’ file highlighting the lessons learned along with the recommendations.

All of the resources are available via the ‘Blended Learning Review’ Collaborative Enhancement project page.