Project leader: Dr Alexander Lunt, Department of Mechanical Engineering
The shift to blended learning environments has led to many benefits, including increased flexibility and enhanced accessibility, particularly for under-represented students. However, this change has also highlighted an existing issue associated with team activities; the ability to effectively and simultaneously engage both in-person and remote students. In order to continue to embed flexibility into our blended courses, existing hybrid teaching methods need to be improved to ensure the equity of educational experience for remote students.
A few specific hybrid or HyFlex (Hybrid-Flexible) teaching methods are well-established. However, the onset of COVID-19 and a widespread transition to blended learning has resulted in a plethora of new techniques that enhance inclusion, flexibility and performance.
This project, which was awarded funding by the Teaching Development Fund (TDF), proposes to trial several promising hybrid approaches within first-year solid mechanics and fluid dynamics courses (380 students), a cohort known to be particularly receptive to new teaching methodologies.