Blended Learning Guidance

Guidance and examples of good practice for synchronous session planning as part of Blended Learning.

Videos from April 2022’s online showcase and discussion of active learning lectures, bringing together speakers from across the Faculty.

Research shows that meaningfully integrated interactions (student–content, student–student, and student–teacher) increase learning outcomes.

Designing and delivering course units to ensure that all our students have the opportunity to be successful on their programme, no matter what their background and educational needs.

Planning the structure and delivery of your blended course is important. This webpage details some useful steps to help with this process.

An introduction to flipped learning. Pros and cons of flipped learning and how to get started.

“Social” Responsibility doesn’t refer to the impact being only social in nature, it incorporates a wide range of activities contributing to the environmental and economic (as well as social) wellbeing of people, areas, nations, etc.

As well as providing opportunities for students to develop graduate skills in the curriculum it is important that we enable students to articulate the skills they are developing as they move through their programme.

At the end of May 2021 the Faculty of Science and Engineering ran it’s second Blended Learning Conference.

An explanation of why online learning is different to classroom-based learning.