Beyond blended: researching institutional approaches to blended learning in higher education

Following the launch of our new guidance on Beyond blended: rethinking curriculum and learning design, we invited institutions to work with us to pilot the use of these resources to support their approaches to blended learning.

This pilot is helping curriculum teams consider the pedagogic differences between in place and online learning, and the need to balance flexibility with the specific needs of students.

Aims

The research pilot aims to:

• Understand how higher education providers (HEPs) are using the materials that make up the rethinking curriculum and learning design guide to support their strategic goals
• Gather information about different approaches to developing institutional strategies for blended learning
• Facilitate the sharing of approaches to curriculum and learning design
• Find out what further support and guidance HEPs need from us to further develop their practice
• Develop case studies and briefings of the learning from the pilots to inform sector understanding on designing blended learning

Pilot institutions

We will be working with senior staff and curriculum teams at the following universities:

• Abertay University
• University of Birmingham
• Birmingham City University
• City St Georges University
• University of Cumbria
• Edge Hill University
• Edinburgh Napier University
• University of Galway
• Leeds Trinity University
• University of Northampton
• University of Nottingham
• Queens University of Belfast
• Royal Holloway, University of London
• Sheffield Hallam University
• Southampton Solent University
• University of Sunderland
• University of Southern Queensland

What will the pilots be doing?

These institutions will use our resources with curriculum staff and students to explore a beyond blended approach which considers what is being blended, what choices are available and then what is the pedagogic value of those choices, so we can talk to students about the value to them of engaging in certain ways.

The beyond blended guide offers a simple vocabulary for describing modes of learning and considers some key questions around how these contribute to student learning and engagement.

The pilots will be taking these conversations forward from the curriculum space into the institutional space to consider strategic aspects such as platform procurement considerations, what kinds of physical spaces are needed, and what kinds of flexibility should be offered. These wider organisational aspects are critical as organisations adopt more strategic approaches to digital transformation.

The anticipated benefits from participating in the pilot include enhancements to institutional practice in supporting the student experience and student engagement.

"The 6 pillars of Jisc’s beyond blended resources fit directly to the strategic concerns we have as an institution and I am excited to see how we can use these resources to improve our approaches. Our participation in the pilot programme for digital transformation has had direct strategic benefit at the University and I would anticipate a similar impact from our engagement with this project.” Professor Susannah Quinsee, vice-president (digital and student experience), City St George’s University of London

“The principles outlined in the Jisc ‘Beyond Blended’ guide resonate deeply with our institutional goals, particularly in the post-COVID era where the integration of digital and in-place learning has become paramount. Our involvement in this pilot will enable us to leverage Jisc’s expertise and resources to embed a structured, evidence-informed process in the digital transformation of pedagogy and learning design.” Professor Helen Williams, University associate pro vice chancellor for teaching and curriculum leadership, Nottingham University