How Hybrid Learning Can Enhance the Student Experience and Teaching Outcomes in the Wake of COVID-19: A Case Study of a Business School in the United Kingdom

Fang Zhao (), Olushola Fashola (), Tolulope Olarewaju (), Fatimah Moran (), Paul Dobson (), Marzena Reszka () and Kathryn Mitchell ()
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Fang Zhao: Staffordshire University
Olushola Fashola: QA Higher Education
Tolulope Olarewaju: Keele University
Fatimah Moran: Staffordshire University
Paul Dobson: Staffordshire University
Marzena Reszka: Staffordshire University
Kathryn Mitchell: Staffordshire University

A chapter in Eurasian Business and Economics Perspectives, 2022, pp 69-89 from Springer

Abstract: Abstract COVID-19 is reshaping the delivery of higher education on a global scale. With universities closing their campuses, online and remote learning has become a necessity. This article reports on the research findings on various initiatives taken by a business school in the United Kingdom to support hybrid learning. The initiatives were underpinned largely by a Community of Inquiry (CoI) framework to enhance student learning experiences and outcomes. Using a case study design, data was gathered from a variety of sources, including a university-wide survey, accounts of lecturers’ experiences, and the case school’s social media and other online sources. The significance of this study is that it explores specifically how to create a collaborative community of inquiry in a hybrid learning environment and articulates the major challenges of using the CoI framework to achieve positive learning experiences and outcomes in these challenging times. The findings suggest that communication, empowerment, and technology are the key enablers that drive and support the implementation of CoI’s three core elements: cognitive, social, and teaching presence. The findings also demonstrate that engagement, well-being, and technology issues are the biggest challenges for hybrid learning and CoI in the wake of COVID-19. These challenges go far beyond academic and pedagogical boundaries, and thus, warrant future investigation.

Keywords: Hybrid learning; Community of Inquiry (CoI); Business school; COVID-19; The United Kingdom (search for similar items in EconPapers)
Date: 2022
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DOI: 10.1007/978-3-030-94672-2_5

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