PurposeThis study investigates a blended learning model which incorporates online learning for a competency-focused, work-based learning (WBL) programme within allied healthcare. The case-study is centred on hearing aid audiology.Design/methodology/approachThe study evaluated the feedback received through a tripartite group of stakeholders (learners, academic staff and employers).FindingsResults showed that although there was universal support for blended learning, incorporating online learning, each stakeholder contributed different perspectives. The authors identified that in terms of curriculum design, a comprehensive analysis of the holistic perspective across all stakeholders is essential to ascertain the suitability of this learning mode for WBL. The study may provide the basis of a preparatory framework for the development of a generic, competency-focused model that can be applied across allied healthcare WBL programmes.Originality/valueAlthough previous studies of WBL have been reported, to the knowledge of the authors, there is no current reference in the literature to studies that examine thematic areas relevant to all three stakeholders across a programme of this nature in hearing aid audiology.

This chapter reflects upon the blended learning approach involving the delivery of a work-based, competency-focused programme in higher education. Based on their experience, the authors present the various approaches taken to deliver an optimal blended model for this programme type in the domain of Hearing Aid Audiology. Synchronous and asynchronous online learning are appraised and strategies to encourage learner engagement are explored. Advantages and limitations of the blended approach are considered, including the external factors which can influence outcomes in blended programmes. The chapter also discusses how the rapid, unplanned, upskilling of a high percentage of academic staff to deliver online programmes during the Covid-19 global pandemic has resulted in a cohort of highly experienced academics now proficient in online delivery. This upskilling has contributed to more efficient online delivery in the post-pandemic era. The impact of this upskilling of both the learners (through increased digital literacy) and academics has created an educational ecosystem with more universities embarking on the delivery of blended learning programmes or fully online programmes. This positive outcome in the post-pandemic era may have an impact on the future delivery of programmes in the WBL space, adopting a blended learning approach, and incorporating online learning.