Students' views and experiences of blended learning and employability in a post-pandemic context

Crew, Teresa; Märtins, Olivia

doi:10.1016/j.ssaho.2023.100583

Cited by 4 publications

(2 citation statements)

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“…These have centred in particular on the ability of institutions to meet the changing needs, aspirations and expectations of undergraduate students (Bassett-Dubsky, 2021). As a result, there is increased pressure on (especially undergraduate) degree programmes to demonstrate that they offer "value for money" (Crew and M€ artins, 2023). This "value for money" has also come to be measured in a singular way, that is, solely through perceived levels of post-graduate employability (Babalola and Kolawole, 2021).…”

Section: Introductionmentioning

confidence: 99%

Blocked out: reflections on the potential of intensive modes of teaching to enhance post-COVID-19 graduate employability in large-scale educational settings

Dixon,

Makin

2024

JWAM

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PurposeThis paper explores the potential that block teaching offers to enhance employability in the context of large-scale classes. It suggests that block teaching, with its condensed structure, necessitates curriculum innovation, fosters participatory learning and peer-to-peer networking, and has been shown to increase student focus and enhance engagement and attainment, especially amongst diverse learners. As these are the same challenges that large-scale teaching faces, it is proposed that intensive modes of delivery could be scaled up in a way that may help to mitigate such problems as cohorts in business schools continue to increase in size.Design/methodology/approachThe paper is based on secondary research and provides an overview of literature that looks at block teaching, followed by that which explores the challenges of large-scale teaching contexts. It compares and contrasts the gaps in both to suggest a way that they could be combined.FindingsThe paper provides key insights into changes in the contemporary landscape of teaching within UK business schools, which have seen increasingly large cohorts and draws out the key strengths of intensive modes of delivery, which include helping students to time manage effectively, encouraging curriculum innovation and the creation of participatory learning opportunities as well as providing closer personal relationships between students and staff. Outlining some of the well-documented issues that can arise when teaching larger cohorts, the paper suggests that scaling up blocked delivery may offer a new way help to overcome them.Research limitations/implicationsBecause of the chosen research approach, the research results are subject to generalisation. Therefore, researchers are encouraged to test the proposed propositions in large-scale teaching scenarios.Practical implicationsThis paper includes implications for the development of innovative modes of teaching in the context of large cohorts, an experience that is increasingly common amongst British business schools and beyond.Originality/valueThis paper brings together two bodies of literature for the first time – that of intensive modes of teaching and that focuses on large-scale teaching contexts – for the first time to show how the former may help to overcome some of the key issues arising in the latter.

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Section: Introductionmentioning

confidence: 99%

Blocked out: reflections on the potential of intensive modes of teaching to enhance post-COVID-19 graduate employability in large-scale educational settings

Dixon,

Makin

2024

JWAM

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“…Reports from some regions have revealed serious concerns and fears about the situation in territories such as Peru (Cajachagua et al, 2023), Argentina (Anderete, 2022), Brazil, and Paraguay (Leite et al, 2023). Nevertheless, during this period, there have been significant advancements in digital education, with students enhancing their digital skills and educators transitioning to blended learning models, demonstrating the significance of this approach in a post-pandemic scenario (Gregg, 2021;Crew and Martins, 2023). However, these advances have not been without challenges, especially in countries with educational management constraints, where issues like device scarcity, teaching overload, and technological limitations persist, complicating the educational experience (Okoye Ifeanyi, 2023).…”

Section: Introductionmentioning

confidence: 99%

Emotional fatigue, academic engagement, and satisfaction with studies during the return to post-pandemic university attendance

Mamani-Benito,

Esteban,

Huayta-Meza

et al. 2024

Front. Educ.

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IntroductionThe COVID-19 pandemic has significantly transformed various sectors, including higher education, exposing structural weaknesses and fostering the adoption of innovative teaching methods. This situation has created the need to understand how these changes have affected the academic satisfaction, academic engagement, and mental well-being of university students during the return to in-person education at universities.MethodsIn this explanatory study, 1,321 Peruvian university students (52.1% women) aged between 18 and 35 years old (M = 20.16, SD = 3.04) participated. Participants were selected through a non-probabilistic convenience sampling method, recruited from the 3 regions of Peru (88.7% from the highlands, 76.2% from private universities), from faculties such as business sciences, humanities and education, engineering, and health sciences. Data were collected using the Emotional Exhaustion Scale (EES), the Brief Scale of Satisfaction with Studies (BSSS), and the Academic Engagement Scale (UWES S9).ResultsThe model relating the study variables showed an adequate fit: χ2(4) = 31.5, p < 0.001, CFI = 0.986, RMSEA = 0.072, SRMR = 0.017. The hypotheses were supported, showing the effect on satisfaction with studies both from emotional exhaustion, β = −0.11, p < 0.001, and from academic engagement, β = 0.61, p < 0.001. Additionally, a 43% variance was explained in satisfaction with studies.ConclusionThis study evidence that, in the post-pandemic context, emotional exhaustion is a negative predictor of academic satisfaction, while academic engagement is positively associated with it. These findings suggest the need for educational strategies that mitigate emotional exhaustion and promote academic engagement to improve student satisfaction and well-being in the new educational normality.

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Using self-determination and expectancy theory to evaluate hybrid learning

Rahayu,

Sulistyowati,

Pratikto

et al. 2024

Cogent Education

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Students' views and experiences of blended learning and employability in a post-pandemic context

Cited by 4 publications

References 16 publications

Blocked out: reflections on the potential of intensive modes of teaching to enhance post-COVID-19 graduate employability in large-scale educational settings

Blocked out: reflections on the potential of intensive modes of teaching to enhance post-COVID-19 graduate employability in large-scale educational settings

Emotional fatigue, academic engagement, and satisfaction with studies during the return to post-pandemic university attendance

Using self-determination and expectancy theory to evaluate hybrid learning

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