What does "Blended and Connected" mean to UoP London?

Since 2020 the implementation of flexible pedagogies has risen within Higher Education worldwide due to the global pandemic.

The University of Portsmouth's “Blended and Connected” policy developed during the pandemic stated that students would engage with their studies:

• Through activities that enable them to take ownership of and critique new concepts, ideas, and feedback;

• In and outside the classroom, synchronously and asynchronously, individually and in teams;

• For the development and application of subject knowledge, professional and digital skills.

The four tenets of the policy were that a “Blended and Connected” approach should be:

1.   pedagogy-led, flexible and responsive,

2.   inclusive and supportive,

3.   Staff and Student Partnership-centred and

4.   Aspirational.

(University of Portsmouth, 2020.)

This policy allowed the university to rethink how staff and students could and should engage in a blended (or hybrid) learning environment. When campus re-opened, for many, it felt like we should return to our previous ‘normal’. The difference, however, was that students were now engaging differently. While HE is still in flux a few key considerations about the blended nature of UoP’s approach to learning and teaching need to be taken into account.

The cost of living. Unlike previous generations of university students, the need to maintain a job is higher. While many students have had to seek employment during their studies, the current student body has to work longer hours across more days to maintain their lifestyle.

Content is more available online. Students are able to consume content digitally. Even if lecturers are not providing video versions of their lectures, students can find similar provisions in various formats. The requirement to attend a purely spoken lecture is no longer there. Students can choose which in-person sessions are most relevant or convenient to their own timetables.

Active Learning. Students have shown a greater affinity for an active learning space. The research highlights the positive benefits of using active learning to engage students. The synchronous learning space should not be seen as a didactic experience, but one that uses interactive elements and online activities.

For the London campus, the elements mentioned are more integrated into the courses and modules. 

Through block teaching, the time that will be required for students to be on campus will be very strict and can be worked into other working patterns. While it is expected that students engage fully with their studying, it is appreciated that they will have to maintain other work commitments at the same time.

The other consideration block teaching addresses is how content is consumed. While there will be elements of tutor-conveyed content within the classroom space, it will not be hour (or longer) sessions that follow a more traditional sage-on-the-stage method of teaching. 

The use of an Active Learning approach is key to the success of the London Campus. Block teaching requires an engaged learning space that allows students to investigate, interrogate and synthesise the information required to be successful.