Zhao, F, Fashola, O, Olarewaju, TI ORCID: https://orcid.org/0000-0002-3770-2685, Moran, F, Dobson, P, Reszka, M and Mitchell, K (2022) 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. In: Eurasian Business and Economics Perspectives. Eurasian Studies in Business and Economics, EBES, . Springer, 69 - 89.

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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.

Item Type: Book Section
Additional Information: The final version of this chapter and all relevant information related to it, including copyrights, can be found on the publisher website.
Subjects: H Social Sciences > HA Statistics
H Social Sciences > HB Economic Theory
L Education > L Education (General)
L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions: Faculty of Humanities and Social Sciences > Keele Business School
Related URLs:
Depositing User: Symplectic
Date Deposited: 06 May 2022 09:28
Last Modified: 06 May 2022 09:28
URI: https://eprints.keele.ac.uk/id/eprint/10875

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