New Directions in Blended Learning: Case Studies and Interventions
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Post-COVID Transitions in Higher Education Teaching - Why Things Will and Should Never Be the Same Again. A case study of a UK Higher Education Institution. During the COVID-19 pandemic universities around the globe were forced to transition from face-to-face teaching to remote, online learning. This was always intended to be a short-term solution until physical doors re-opened and face-to-face teaching recommenced. However, the challenges of the sudden transition to online teaching also resulted in innovative and creative teaching and learning tools and practices which came with unexpected benefits and opportunities. The recognition of this has resulted in transformations within post-COVID teaching and learning strategies. The purpose of the case studies in this book is to identify innovative transitions across all faculties and schools of a Higher Education institution in the UK - the University of Bolton - and how these are driving the development of new forms of blended and hybrid teaching and learning approaches.
Post-COVID Transitions in Higher Education Teaching - Why Things Will and Should Never Be the Same Again. A case study of a UK Higher Education Institution. During the COVID-19 pandemic universities around the globe were forced to transition from face-to-face teaching to remote, online learning. This was always intended to be a short-term solution until physical doors re-opened and face-to-face teaching recommenced. However, the challenges of the sudden transition to online teaching also resulted in innovative and creative teaching and learning tools and practices which came with unexpected benefits and opportunities. The recognition of this has resulted in transformations within post-COVID teaching and learning strategies. The purpose of the case studies in this book is to identify innovative transitions across all faculties and schools of a Higher Education institution in the UK - the University of Bolton - and how these are driving the development of new forms of blended and hybrid teaching and learning approaches.
