Blended learning and student satisfaction

Because of the pandemic, the blended learning model with a mix of online and on campus provision was adopted as the main teaching and learning approach for the first term in Sept 2020 in the UK HE sector (UOG, 2020). Although there are some surveys (e.g., Lapworth (2020)) which investigate… Continue reading

Decision-making under uncertainty: How university students navigate the academic implications of the COVID-19 pandemic challenges

Four ways in which we can collaborate to better support students in their decision-making process. At the 2021 University of Greenwich Teaching and Learning festival, we presented the findings of our research focused on decision-making under uncertainty, looking at how university students navigate the academic implications of the COVID-19 pandemic.… Continue reading

My Personal Reflection on Conducting Virtual Classes

Challenges of Conducting Virtual Classes  I find that when I am teaching online, I am really struggling when I cannot see nor hear the audience. It feels a bit like talking into a black hole as there is no affirmation. I feel that many colleagues may also find themselves in the same situation as well.   The Covid-19 social distancing measures within teaching, learning… Continue reading

Recap: Link, Learn and Like

How learners learn and how to optimise that learning process are issues of interest to both learners and educators. According to the model of learning process of students introduced by Yang et al. (2019), the learning process of students starts from the sensory input in a classroom to the working memory and… Continue reading

Using films in teaching business subjects to GenZ: A case study from Vietnam

Recently when I joined academia to teach business subjects in Vietnam, I faced challenges in explaining complex theories or concepts in disciplines such as change management and organizational behaviour to undergraduate students with a lack of work experience. Before the Covid-19 pandemic, the university invited guest speakers and organized company… Continue reading

A Case study on the use of a Student Focus Group to Enhance the Student Learning Experience

In this blog, I share how I organised a student focus group to enhance the learning experience for a second-year module on quantitative methods. This was a compulsory module for Undergraduate Economics students that ran for a double term with a class size of 99 students.   Due to covid restrictions, in term 1, the module consisted… Continue reading

Preparing teachers for teaching in hybrid virtual classrooms

Introduction The Covid-19 pandemic challenged Higher Education Institutions to offer innovative educational practices. Within a HEI in the east of The Netherlands, approximately 70% of the part-time bachelor students articulated the need for onsite education throughout the lockdown of 2020. As such within the Covid-19 limitations offering onsite courses to… Continue reading

A reflection on using different pedagogical approaches to teaching practical marketing experiences online

Imagine every class you have ever taught was in person and you had never taught online. You had no idea what to expect with blended learning let alone completely online teaching. You wanted to create an interactive learning environment for all your students but wasn’t sure which method to turn to. I think all of us felt… Continue reading

From “ivory tower” to “real world”: Transforming learning, teaching and research through Living Labs

In the past years, we all witnessed a progressive blurring of the boundaries between universities and their environment. Once depicted through metaphors such as the “ivory tower”, universities are now expected to be “entrepreneurial” and accomplish multiple missions by opening up to many stakeholders (Etzkowitz, 2014). On the one hand, from a teaching perspective, co-creation with learners… Continue reading

Learning to fly: Helping postgraduate students learn the craft of independent research

1. Our aims  This blog aims first to assess the learning opportunities that the new pedagogical philosophy of the “connected curriculum” may offer students. We also want to reflect on how curriculum design may facilitate these opportunities. We hope that our reflections will invite conversations on putting this new philosophy… Continue reading