Experience-Based Reflections on the Blended Learning Pedagogical Approach in Higher Education

Abstract

This chapter reflects upon the blended learning approach involving the delivery of a work-based, competency-focused programme in higher education. Based on their experience, the authors present the various approaches taken to deliver an optimal blended model for this programme type in the domain of Hearing Aid Audiology. Synchronous and asynchronous online learning are appraised and strategies to encourage learner engagement are explored. Advantages and limitations of the blended approach are considered, including the external factors which can influence outcomes in blended programmes. The chapter also discusses how the rapid, unplanned, upskilling of a high percentage of academic staff to deliver online programmes during the Covid-19 global pandemic has resulted in a cohort of highly experienced academics now proficient in online delivery. This upskilling has contributed to more efficient online delivery in the post-pandemic era. The impact of this upskilling of both the learners (through increased digital literacy) and academics has created an educational ecosystem with more universities embarking on the delivery of blended learning programmes or fully online programmes. This positive outcome in the post-pandemic era may have an impact on the future delivery of programmes in the WBL space, adopting a blended learning approach, and incorporating online learning.

1. Introduction

This chapter explores the adoption of a blended learning mode of delivery for a part-time programme with work-based learning (WBL) as a core component. The blended learning approach contrasts to the traditional, face-to-face, pedagogical medium of delivery. The experiences of the authors when designing and delivering this type of programme will be explored. The authors provide an overview of some of the decisions made, the strategies applied, the successes and limitations of the model employed. The chapter also discusses the impact of blended learning on programme design involving WBL orientated programmes. This discussion is set in the context of a new, emerging educational landscape of curriculum development in the post-pandemic COVID-19 era. The chapter concludes with a discussion of how this model may be altered and applied to other Allied Health Sciences type programmes incorporating WBL.

2. Case-study: remodelling a part-time programme to incorporate a blended learning mode of delivery

The chapter is set in the context of a specific case-study which involves the development of a Higher Certificate in Science (HC Sc) in the domain of Hearing Aid Audiology. The programme was delivered at a Higher Education Institute (HEI) in the Republic of Ireland (ROI). The National Framework of Qualifications (NFQ) is a 10-level system used to describe qualifications in the Irish education and training system. The NFQ shows how General Education Awards, Further Education and Training and Higher Education Awards are mapped against the 10 levels of the framework. Under the NFQ, a Higher Certificate (HC) is aligned as a Level 6 programme. The HC aligns to Level 5 under the corresponding European Qualifications Framework (EQF). The EQF [1] supports mobility across the EU and allows qualifications attained in any EU country to be classified and organised into an eight-level system. The EQF allows learners, education providers and employers a mechanism to compare qualifications between different countries’ national qualifications systems. The NFQ Level 6 qualification is aligned to a Level 5 Foundation Degree under the Framework for Higher Education Qualifications (FHEQ) of Degree Awarding Bodies in England, Wales, and Northern Ireland. Foundation Degree programmes which integrate WBL and focus on the part-time learner are found in several domains including the Allied Health Sciences. The authors have previously shown, [2], how the integration of a model of blended learning can often prove to be the optimal mode of delivery for this cohort of learners.

The programme discussed in this case-study required learners to attend the HEI one day per week for four semesters with learners completing an applied practice module in their workplace. Feedback from academic staff and learners indicated that the design of the programme was challenging and found to be operating ineffectively for both the learner and employer as stakeholders. Consequently, a review of the curriculum design was initiated. The multifaceted review included four tiers to be considered:

• stakeholder feedback provided via structured focus groups;

• structural review of similar Foundation Degree programmes internationally;

• establishment of training requirements of hearing aid companies in the ROI to identify a preferred WBL model;

• engagement with representatives of the national professional body for Hearing Aid Audiologists - the Irish Society of Hearing Aid Audiologists (ISHAA).

The outcome of this review culminated in a redesign of the HC programme. This resulted in the introduction of a blended learning mode of delivery which incorporated both online learning and WBL, with face-to-face elements delivered in on-campus, residential block periods of study and training. The adapted programme was submitted for re-evaluation, through the HEI’s standard Quality Assurance processes and procedures. This Quality Assurance process involved both internal review and validation by a panel of external assessors which included an international Professor of Audiology, a senior representative of the professional body, and an online learning specialist from an external university.

The Programme Design Team introduced week-long residential blocks into the modified programme, with the aim of addressing the significant disruption caused to students having to return to the HEI once per week to engage with face-to-face sessions in the original programme delivery. The week-long residential block system also was expected to alleviate concerns raised by the students enrolled on the original programme with respect to the substantial weekly travel costs incurred going to and from campus for just one day on a weekly basis. As is the norm on many of these programmes which serve a national cohort, students often reside at considerable distances from the HEI.

Academic staff expressed the view that consecutive days on campus would enable a better educational experience for the learner. This would allow the students to have more time to engage with the lecture content in a supportive educational environment, and facilitate greater interaction with their peers and the academic staff. The residential block model was deemed to benefit not only the teaching of theoretical concepts but also professional practice in Audiology. Additional time allowed for a more in-depth exploration of topics and the application of theoretical principles to practice. The remodelled programme included supportive online learning between the residential blocks. This complemented the face-to-face sessions and kept learners engaged with the core theoretical concepts. WBL was integrated continuously throughout the two years of the programme. The integration of this learning model provided most of the required practical skills, professional competencies, and training opportunities. Additional training and practical assessment took place when students were on campus for the residential blocks. In total, there was a total of six residential blocks over the two years of the programme.

2.1 Pedagogical considerations in curriculum design

Where possible, programme design should include a variety of pedagogical approaches at both the programme and modular levels. This helps to accommodate different learning styles, provide a conducive learning environment and a supportive platform to allow each learner to succeed. This approach is the essence of Universal Design for Learning (UDL), encapsulating choice in all areas of pedagogical delivery. The UDL framework helps to promote an inclusive education in a diverse classroom setting [3]. It encompasses how learners engage with their programme of study, how they engage with the assessment model and how they learn. UDL also places a high degree of responsibility on the academic staff delivering a programme, as they are tasked with finding novel ways to address the challenges of a diverse student cohort [3] whilst ensuring an inclusive learning environment.

A behaviourist approach to teaching and learning has an emphasis on learned behaviours. Cognitivism is considered an active process and constructivism uses novel understandings by working through problems, by combining knowledge from different sources [4]. Various pedagogical methodologies include but are not limited to traditional, university-style lectures, problem-based learning (PBL), active learning activities (such as case studies, critical reviews of procedures, flipped classroom activities etc.) and practical tasks associated with clinical competency procedures. In the flipped classroom approach, traditionally what would be completed in a classroom setting will be carried out by the student in their own time or vice-versa [5]. Adopting the mixed methods approach [4], helps to ensure that all modes of learning are supported. Regardless of students’ perception of their learning style preference, adequate support should be provided in the educational environment to allow them to achieve their individual best.

Additionally, it is important for graduates to develop capacity for independent learning, reflective and evidence-based best practice, and the ability to enhance their problem solving and team-working aptitudes. As advocated in Ref. [4], using a combination of pedagogical approaches assists the learner in nurturing such skills and competencies. Several studies across multiple disciplines outline various modules and programmes which highlight the importance of the development of transversal skills within a curriculum [6, 7]. The incorporation of generic, transversal skills within a curriculum is important in healthcare, as such skills are essential to the Allied Healthcare practitioner working daily in a modern, multi-disciplinary professional environment.

2.2 Reflection on implementation of a part-time programme incorporating WBL, delivered through blended learning

2.2.1 Reflection on the residential block model

Residential study programmes are often an integral component of blended learning programmes. The Open University in the UK has used a model of Residential Summer Schools to great effect as part of its blended learning approach to programme delivery. One of the authors of this current Book Chapter served as a Residential Tutor at one of the week-long Open University Summer Schools in Chemistry at the Department of Chemistry at the University of Nottingham over several years. Reflecting on the pedagogical benefit of such a model the authors see the advantage of the Residential School model to the part-time learner, as part of the blended learning mode of delivery. The key to the success of such a model is the integration of several key strands within the residential programme. These include having a dedicated team of enthusiastic and supportive academic and technical staff, a suitably tailored induction session, an intensive programme of practical work, tutorial sessions and a strong programme of social activities. This interaction creates an environment where students experience community life in a university setting. Any residential programme should also ensure that students have access to the various support networks that universities provide to full-time students, including access to Student Resource Centre personnel, healthcare and other pastoral supports, access to library, IT, and sports facilities. Of course, the challenge for the university in supporting a residential programme almost always centres on the deliberation between the economic cost of running such a programme (often outside of formal teaching time during a semester) and the educational benefit gained by the part-time learner, while being on campus.

With respect to the HC programme, the establishment of the “university community” ecosystem developed from the outset of the programme. As part of the first residential block, an induction programme designed by the Programme Team was delivered to include scheduled sessions from student support services including the Student Resource Centre, the Students’ Union, and library support staff. The induction programme ensured that all students were aware of and had access to all academic and pastoral support services. The induction also included a comprehensive IT session. For students on blended programmes, the virtual learning environment (VLE) plays a particularly important role as it is their primary point of contact with peers and lecturers. The VLE provides access to the online classroom and acts as a repository for programme information and activities. Interestingly, students who use VLEs regularly have been shown to perform better at examinations than those who only use it as a resource just before an examination [8]. Therefore, within the IT session, the session leader typically demonstrated how to engage with the Moodle VLE, source information, upload assignments, use forums and discussion boards, communicate with peers and lecturers and so forth. Whilst a small number of the students on the HC programme had prior experience of VLEs, many had no previous experience. The Programme Team found that it was important to schedule this hands-on session at the beginning of the programme. The IT session also showed students how to log onto and get familiar with Adobe Connect which was the platform used for both synchronous and asynchronous online lectures at the time of the initial programme delivery. Providing these sessions during the induction ensured all students attained the basic skills to use the platforms required for the online elements. This helped reduce the possibility of potential problems arising later during programme delivery.

Residential block activities in the programme included traditional, face-to-face lectures, workshops, group work, smaller group tutorials, practical training, and assessment. In the context of WBL, the Programme Design Team was conscious that many of the learners on this programme were returning to education after many years and had limited experience of university life. As most of these students were on campus during the residential blocks, the Programme Design Team concluded on reflection that this type of learner can feel extremely isolated and may not consider themselves part of the “university community”. During the recent COVID-19 global pandemic, this degree of social isolation of the online learner was found to have grown exponentially. This was the personal experience of the authors in their own universities when supporting their student cohorts in their learning pathways throughout the pandemic. As academic staff, the authors found that not only were they serving their central academic function, but in addition the pastoral role of the academic staff member increased, which invited considerable self-reflection on the optimal mode of learning style that should be fostered. In many cases the authors found that the creation of an active learning ecosystem in their programme delivery, maximising student peer-to-peer interactivity, had to be elevated. The challenge for the university academic is often to create the educational and social environment of the university community in a uniquely online world. Of course, the experiences gained by this academic form of self-reflection creating a university community for the online learner provides a perspective that the academic often may not fully appreciate. This is of particular consideration especially when working with learner cohorts in fully online or blended learning programmes, incorporating a WBL element.

The authors found that one main advantage of the weekly residential block model was that students experienced a structured induction during the initial stages. Induction sessions were conducted by the Academic Team and representatives from the wider HEI support services. Due to time constraints with respect to effectively delivering the programme, the restricted model of students being present on campus for only one day per week, resulted in students having a relatively shorter induction programme than would normally be the case. This caused problems later in the original programme, as students were often unaware of HEI policies particularly around assessment processes, and support networks. Academic staff who had taught on both iterations of the programme felt that the benefits of the multiple induction sessions in the week-long residential block model contributed to the delivery of a considerably more efficient and streamlined programme. Students were aware from the start of the programme of the available support services such as academic writing and mathematics tutorials. Several students availed of these services, in contrast to the cohort who were enrolled initially on the programme, and who were present on campus for only one day weekly. Additionally, learners taking the revised programme were aware of the importance of deadlines and assignments, mitigation, and penalties for late submission as they were provided with this information verbally during their induction (in addition to the relevant handbooks and regulations). Both students and staff felt that the week-long residential blocks allowed students to be part of the HEI community. Students also informally relayed back to academic staff that as they were on campus in block periods, they got to network with their peers in the evenings which made their studies more enjoyable. Informal study groups were established by the students themselves during the residential programme, which proved advantageous during the programme roll-out.

From the collective academic and management experience of the authors across a broad spectrum of programmes, frequently it was found that the students considered the first residential induction week as involving a degree of “information overload”. Learners may not recall everything that they were told during this session. The Programme Design Team found it was important that key documentation was also provided in hard-copy format following the induction session, such as the Programme Handbook and other relevant information. One of the recommendations from the focus groups with stakeholders indicated that it was “… important that the HEI provides the same pastoral care to online learners”. Therefore, in addition to the strategies discussed, a Personal Tutor system was implemented for the programme. Learners had a dedicated member of the academic staff who served as a personal contact for advice or support throughout the entire programme. As the authors reflect on the world of online learning in the post-COVID-19 world, the importance of the establishment of the Personal Tutor system for universities engaging in any form of programme delivery with an online model is essential. For universities of the future to be fully designated as student-centred educational communities, the centrality of each learner must be at the core of programme delivery.

The authors reflected upon feedback gathered from the stakeholders. They concluded that the residential block approach for delivery was successful and had several beneficial outcomes. For the student cohort, it provided a significant reduction in travel time to and from campus. Their residential block was found to be intensive but focussed. Students were not distracted by work commitments and responsibilities or other external factors but could fully engage with the learning. Additionally, students also reported that importantly it provided them with an opportunity to get to know their peers and build informal support networks. Academic staff who taught both on the original one day per week on-campus programme and the remodelled blended programme felt that the week-long residential blocks worked much better for students for a number of reasons:

• students were able to engage more consistently with academic staff;

• there was better continuity so students had time to digest information and if they had questions they could discuss them in person during the residential programme with academic staff and learner peers;

• the blocks provided suitable contact time for both scaffolding and core modules, thereby enabling the development of essential transversal skills in addition to the delivery of theory and practical training. Whereas in the previous model, the scaffolding modules were afforded little face-to-face time as the focus was on core material.

The first iteration of the blended programme included six residential blocks. Based on feedback from the first student cohort and as discussed in [2] the learners felt that more residential blocks were needed. Therefore, the number of blocks was increased to seven for the subsequent cohort.

Taking a wider prism view beyond COVID-19, some of the authors also engaged recently in the introduction of Team-Based Learning (TBL) in programme delivery in programmes in the STEM area. TBL is an established model of group work [9, 10, 11] and has been found to be an excellent way to develop key skills such as critical thinking, communication and teamwork. Using this approach students are motivated to learn and engage in the learning process. TBL empowers students to become effective problem solvers and gain the requisite skills to become lifelong learners. The main methodology applied in TBL is that learners study core content outside of formal class time employing a flipped classroom approach through guided reading. Learners then engage in group activities to consolidate understanding and application of their acquired knowledge. In TBL resources for self-directed pre-class study are provided. The TBL Study Packs include guided reading, internet resources and textbook chapters. This prepares learners for the Readiness Assurance Process (RAP), Application Exercises, laboratory work, training sessions and workshop sessions. In TBL, learners are assessed via a range of assessments and engage with a Readiness Assurance Test (RAT) at the commencement of each TBL class. This includes both Individual (iRAT) and Team Assessments (tRAT). On completion of each iRAT assessment, learners form their pre-assigned teams (5–7 learners) and retake the assessment collectively as a team (tRAT). Once all the answers have been collated, learners receive real-time, in-class feedback from academic staff. The teams of learners apply their new knowledge and understanding to a range of formative and summative Application Exercises (AE). These may include role plays, problem-solving, experimental work, training exercises and reports, depending on the subject domain.

The authors’ recent experience of TBL suggests that this model would be an excellent platform to adopt at a Residential School, where the part-time learner engaged in WBL forms the student cohort. TBL has been applied effectively at a number of universities worldwide including the University of Bradford in the UK in the field of Pharmacy [12]. The Department of Pharmaceutical Sciences and Biotechnology at the Technological University of the Shannon in the ROI has also adopted the model more recently in Pharmacology, Engineering and Business. TBL is now considered as a model of international best practice and can easily be integrated into blended programmes with a WBL remit.

2.2.2 Reflection on the effectiveness of a blended learning approach for the delivery of the WBL programme from the case-study

To evaluate the effectiveness of the blended approach, the authors investigated whether the blended approach is appropriate for programmes where there is a WBL element that involves the development of competencies. Data collection began when the first cohort completed the two-year HC programme and after the second cohort had completed their first year of the programme. Feedback was collected from learners, employer representatives and academic staff regarding the effectiveness and suitability of a blended learning approach. Employer feedback was important to ensure that as a HEI, the needs of the profession were considered. Research findings are presented in Ref. [2]. Learners confirmed that the blended model enabled them to attain a qualification whilst in employment. A range of positive comments was evident from analysis of the survey of learners. Comments included students stating that the model allowed them to continue in employment and students stating that their financial outlays were significantly reduced with the modification of the programme delivery to the week-long residential blocks, spread over the academic year. The learners also commented favourably on the flexible, accessible nature of the model. 94% of the students surveyed felt that the online sessions supported the face-to-face sessions during the residential blocks [2]. Some limitations reported on the blended approach included: Students felt that more in class face-to face-time was needed; one employer suggested that clearer guidance was needed as to academic staff availability. Some academic staff also raised the same issue that there was a mismatch between students’ expectations/the timings of student requests with staff availability [2].

2.2.3 Reflections on the operational challenges of embedding synchronous and asynchronous activities

The online elements of the programme were delivered using both synchronous and asynchronous learning and teaching approaches. Synchronous elements were carried out in real-time at a set time and date similar to a traditional face-to-face lecture, allowing for two-way live interaction. The asynchronous activities provided the learner with flexibility as to when they engaged with programme content material. A transparent feasible timetable, clearly outlining the synchronous and asynchronous activities was critical for the success of the programme. In advance of designing the schedule, Module Leaders worked together to determine the number of sessions required to be delivered synchronously and those that could be completed asynchronously. Synchronous and asynchronous activities were decided in advance of the commencement of each semester as students needed to organise their schedules. During the planning process, this had to be considered at programme level, as the level of synchronous sessions across all modules in any one week had to be feasible and practicable for students. For the first cohort, designing the schedules by the Programme Team proved particularly challenging. The HEI timetabling system was not set up to manage a programme with concurrent synchronous and asynchronous delivery and on-site residential blocks. The Programme Leader liaised with each of the Module Leaders and collated their requirements for delivery for each of their respective modules. A week-by-week schedule for all modules was then constructed. Clear instruction regarding synchronous and asynchronous activities was provided in advance of the commencement of the programme, thereby facilitating both students working fulltime and academic staff who often had additional teaching commitments. Across the modules, the number of live synchronous sessions was limited to one or two maximum per week to make engagement and delivery feasible.

The Academic Team found that there were some technical difficulties in the first week of delivering the live online elements of the programme. Staff reported that it was challenging and difficult to deal with technology issues whilst also delivering a lecture. In most cases, problem solving enabled the live classroom lecture to continue but in some instances the session had to be rescheduled which resulted in considerable inconvenience. As students and academic staff became more familiar with the technology, fewer issues were encountered and in general online lectures ran smoothly. Academic staff progressively became more proficient with the technology, appeared to cope better with IT problems as they arose and were able to deal with issues more promptly.

The live sessions were conducted to be as interactive as possible. Learner engagement was maximised by using different methods such as the chat box function within Adobe Connect, verbal engagement, polls and/or using the interactive whiteboard [2]. The main advantage of the live webinars was that they were conducted in real time and allowed two-way interaction between the learners and lecturers and interaction between peers. It was also particularly important to use live sessions for the more difficult topics as it provided the student with an opportunity to ask questions and get clarification from the lecturer in real time. This meant the lecturer was able to discuss an answer in a more meaningful manner, explain a concept in further detail and engage with the entire class cohort to ascertain if a topic or answer required further explanation. This approach mirrored the normal staff-student type of engagement encountered in the educational setting of a traditional face-to-face lecture. Live webinars also provided students with an interactive learning environment where they could engage with each other outside of the residential blocks and therefore helped create a more collaborative and supportive peer-to-peer network.

Asynchronous sessions allowed the learner to access the material in their own time. This provided learners with a degree of flexibility to engage with material content at a time that best suited the individual. Activities included pre-recorded lectures and other supplementary videos. Academic staff found that substantial time was required for the preparation of pre-recorded lectures. Whilst one may argue that this time implication may balance out over subsequent years of delivery (as pre-recordings may potentially be used again for future cohorts), most lecturers tend to update content annually so recordings would also have to be updated/re-recorded. An advantage of employing pre-recorded lectures, however, is that students can study subject content at a pace and time that suits the individual. In this programme, asynchronous activities were released at a specific day each week and students were requested to engage at some point during the same week. Prompt engagement was important as activities generally built upon prior knowledge.

2.3 Reflection on WBL

2.3.1 Challenges to WBL

The primary challenge when delivering a work-based, competency-focused programme relates to achieving consistency of the application of standards set by the professional body, across all training sites. The professional standards set by the professional bodies are aligned to the quality standards set by the HEI, as determined by the Aim and Objective of the validated programme and its associated Programme Learning Outcomes. It is imperative that all students receive appropriate training that meets the standards of the profession. To achieve consistency, training is best conducted to defined competency standards and universally applied across all sites [2].

To help avoid/address the challenge of ensuring consistency of workplace training, three quality enhancement strategies within the programme were introduced:

• mandatory Practice Educator (PE) training carried out at the HEI;

• a requirement that each student is assigned to a suitably qualified and experienced PE;

• conducting educational audits of the work-based sites.

2.3.2 PE training

A one-day mandatory training course at the HEI was designed for the PEs responsible for the training of students in the workplace. The literature has since recommended that there should be greater focus on the education and training of PEs [13]. It is widely recognised that universities must consider mandatory training for PEs particularly in relation to performance-based assessment [14]. Training for the PEs on the HC programme was particularly critical as they played a pivotal role in assessing a summative practical competency logbook. The PE training day included tailored sessions designed to support the PE in their responsibilities. The programme included the following sessions:

• programme structure and programme content, which provided the PEs with a holistic overview of the programme, including its aim and objectives;

• an explanation of the blended learning approach, so that PEs understood the structure of the face-to-face and online elements and what was required from the student particularly in relation to time commitments;

• a quality standards session (which provided an explanation of the processes involved in quality assurance and which emphasised how the importance of assessing to the required standards of practice can help prepare PEs for their role particularly in relation to summative assessment);

• explanation of the required model of assessment.

The quality standards and assessment sessions are particularly important. As reported in Ref. [15], a large variation was found in the judgement of PEs when assessing nursing students’ performance. Therefore, training for PEs was necessary to help ensure consistency in assessment performance and assessment to the correct standards. As found in a corresponding study involving a radiography programme [16], students reported that one of the factors they felt affected their ability to complete their clinical assessments was PEs being unaware of what was needed to complete assessments. Consequently, the Programme Team on the HC worked with PEs to ensure they were fully aware of what was required for practical assessments. A session was delivered for the PEs to guide them in providing meaningful formative feedback to students during their WBL. The literature emphasises the importance of fostering a “feedback culture” and engaging with students to allow them take on board feedback received [17]. Cognisant of the fact that some PEs may not have supervised/taught students previously, the Programme Team also provided a session on student learning styles. During this session, the Programme Team discussed with the PEs how knowledge of students’ preference for a particular learning style can help the PE support the student to achieve and succeed [18].

PEs were also provided with hard copy supporting documentation including a dedicated PE manual which provided additional information and links to resources, programme requirements and timelines. Providing PEs with training and associated learning materials serves as a useful resource in the provision of practice-based training [14]. Moreover, regulatory bodies need assurance from universities that PEs are competent in preparing and assessing healthcare students so in turn the students’ become competent professionals in the workplace [19].

2.3.3 Educational audits of work-based sites

Each work-based training site was formally audited by two academic staff from the HEI. The academic staff comprised a Lead Auditor who was the Programme Leader and a clinically qualified Audiologist, as well as a second Auditor who was another management/academic staff member involved in the programme. The Lead Auditor attended each site visit, thereby ensuring consistency of the audit process. The quality element of the educational audit of the work-based clinical site was arranged in advance with the work-based PE. During the visit the Auditors completed an extensive 9-page document examining areas such as:

• staff expertise;

• health and safety;

• workplace induction;

• study support;

• clinical procedures carried out in the clinic;

• checklist of all equipment required;

• checklist for smaller consumables.

Four outcomes were possible from the site audit:

1. Suitable: Site deemed suitable for WBL;

2. Partially suitable for WBL: compulsory recommendations to site – with appropriate follow-up by Auditor(s);

3. Suitable for WBL: desirable recommendations to site – with appropriate follow-up by Auditor(s);

4. Site not suitable to be considered for WBL.

The HEI Auditors typically supplied a copy of the report to the PE within one week of the audit. Where an overall classification of 2 or 3 was awarded, the Auditors were required to supply a recommendation to the PEs as to the issues that needed to be addressed to deem the site suitable for training provision. Timelines to address these issues were provided and follow up agreed. The site visit audit also provided a forum (in addition to the PE training) for PEs to ask any additional questions to HEI staff.

HEI staff found the site visits particularly useful as they provided an opportunity to make sure each site had the necessary resources to deliver an effective and consistent educational experience to the students. Most of the site visits achieved a rating of 2 or 3 and therefore had some recommendations to address. All sites audited addressed the recommendations. If it had been the case that any site had not addressed compulsory recommendations or had achieved a rating of 4, these sites would have not been deemed suitable nor used in the workplace training of students.

2.3.4 Reflection on the impact of WBL

WBL can promote the link between practical training conducted in the workplace and HEI discipline-based imparted knowledge [20]. On reflection, the authors feel that the WBL elements of the blended HC in Hearing Aid Audiology programme served their purpose effectively in delivering the overall aim of the programme. The authors believe that the three quality assurance strategies discussed in 2.3.1. helped prevent any significant issues arising in the workplace training and assessment. The strategies helped promote the application of the appropriate quality standards required by the HEI through its quality framework and aligned to the professional standards set by the professional bodies. The strategies also promoted appropriate application of the assessment model within the workplace setting. As discussed in Ref. [2], the authors came to the overall conclusion that in relation to WBL, the HC programme prepared the learner for the workplace and enabled the learner to successfully attain the required competencies.

A systematic review of WBL in nursing found that time constraints and pressures within professional practice can make critical reflection difficult to apply [21]. As part of the audit of the HC sites, PEs were asked how often they would meet with students to encourage them to critically reflect on their professional practice as part of their overall reflection on WBL [22]. The role of the PE in this process is significant. Where time was deemed insufficient by the PE to carry out this function during the normal working week, Auditors made compulsory recommendations as part of the audit follow-up process. Also, by building this practice into the audit process, it meant that during the programme if students felt they were not provided with ample time to discuss their progress with the PE through a self-reflective process, the Programme Leader could act as a liaison between the student and the PE. The PE was reminded in such circumstances of the process expected by the HEI as part of their role and responsibility, having agreed to sign up to the WBL process. In a few instances, a small number of students reported to the HEI Programme Leader that the PE was not allocating sufficient time to the student to meet them and engage in this reflection process. The Programme Leader was able to gently intervene and remind the PEs of their agreement in the audit process, and in most cases, this was addressed immediately. The academic staff understood that PEs’ primary obligation is to their clinics, and that PEs often have high workloads, so these issues are typically addressed and solved informally. In one case, this was not addressed immediately, and the PE needed to be reminded several times. Sometimes issues can remain unresolved for an extended period. In this case a meeting was held between the PE and Programme Leader. The PE was reminded of the importance of scheduled, regular reflection with the student and after this meeting, the issue was typically rectified. The author found that by requesting the PE to commit to regular meetings with their student encouraged more regular reflection for the students with the PEs and helped improve the students practice and enhance the WBL.

2.4 Additional strategies

Whilst overall the blended model worked well for this HC WBL programme, the authors consider that several minor changes could be made to enhance this type of programme. Ideally, the involvement of a Learning Technologist or IT Technician acting as a support person in the delivery of all live online lectures would be beneficial to address any technical problems quickly. Whilst cost implications may prevent a Learning Technologist/IT Technician being a viable option for all webinars across each module, the authors feel that as a minimum some degree of technical support should be available for the first two webinars of any online programme to help students and staff with any technological issues as they arise.

The authors also believe that for a programme where students are required to obtain practical competency in patient-facing programmes, a fully online programme with WBL is not sufficient. Residential blocks provide additional opportunities for learners to enhance their practical training, engage in person with the academic staff and gain greater exposure to theoretical concepts through the associated on-campus supporting lecture and tutorial sessions. Although the authors found that student feedback strongly supports the week-long residential blocks in this HC programme, the authors acknowledge that alternate options for the delivery of face-to-face sessions may work more optimally for other discipline-based programmes.

3. Reflections on a changing educational pedagogical landscape post-pandemic

As the authors of this chapter contemplate the optimal model and mechanism for delivering a blended learning WBL programme to part-time learners their thoughts necessitate greater reflection on delivery across the periods of pre- and post-pandemic COVID-19. Like so many other academic staff around the globe, the authors of this chapter embarked on a further journey of self-discovery, whilst navigating the online world which universities faced overnight in March 2020, resulting from the unprecedented COVID-19 global pandemic.

An example is taken from one of the authors who co-ordinated the rapid move to fully online teaching for a new part-time MSc Hearing, Balance and Communication programme in 2020 at University College Cork in the ROI. The author had 3 years previous experience in coordinating and delivering components online and overall the move to online teaching for the MSc proved to be effective. The MSc programme consisted of both core and elective modules. The majority of the modules were offered via three routes:

1. as part of the main MSc;

2. as standalone credit bearing modules;

3. as non-credit-bearing Continuous Professional Development (CPD) modules.

Whilst the overall transition to this delivery mode worked smoothly, some challenges were encountered. The students enrolled on the programmes were also working professionals and the teaching was scheduled to be delivered over two-day blocks for smaller credit modules and three-day blocks for larger modules. The student cohort comprised of professionals from a range of multidisciplinary medical and healthcare backgrounds who continued to work throughout the pandemic. Although teaching had to be moved online, the university found that it had to maintain the original schedule of the two or three intensive block days to avoid clashes with students’ work schedules. To address the problem faced, it was found that the only way to deliver successful, interactive, online sessions condensed into the two or three full days was for synchronous delivery to be employed in a “conference style” approach. Due to the different entry routes for each module, the author as part of the Programme Team was cognisant that those attending particularly via the CPD route may not have had previous experience of the online delivery in an educational setting. Using past experience of working online with part-time students, the author ensured that step-by-step instructions were provided in advance to help attendees participate online. To help navigate the challenges of intensive full days of live online delivery, the author coordinating this programme ensured that there was always a minimum of two members of staff present (in addition to the speaker/lecturer) throughout each of the intensive two three-day online webinars. A member of the IT Technical staff was also on standby. One member of staff was given the role to introduce the plan for the day, introduce each speaker, ensure smooth transitions between speakers and so forth. The second staff member was available to answer any queries, assist in monitoring the chat box, help guest lecturers with IT issues and where needed contacting the IT Technical support on standby. There were some instances of guest lecturers needing some IT assistance. Having the second member of staff available and IT colleagues on standby was critical. This resulted in an overall successful delivery of several two-to-three-day sessions throughout the pandemic on the MSc.

Due to the rapid, unplanned, upskilling of a high percentage of higher education staff globally to deliver programmes online overnight during the COVID-19 pandemic, many academic staff are now highly experienced in delivering online programmes. This upskilling, in a very positive way, has contributed to more efficient online delivery of current programmes in the post-pandemic era. Throughout the period following Spring 2020, Learning and Teaching Centres at universities worldwide provided an excellent repository of resources and training sessions to facilitate this upskilling of academic staff in the online world. In parallel, relatively new technologies and platforms came to the fore of academic delivery, including Zoom and MS Teams. In a very short period academic staff became proficient in the delivery of programmes online and gained greater competency in the use of emerging technologies. In addition, the pandemic in many ways catalysed many part-time learners who previously struggled with technologies to become adept and skilled rapidly. The impact of this upskilling of both the learner and the academic staff member has created an educational ecosystem which now means that more universities are taking the plunge into the delivery of blended learning programmes or fully online programmes. The world of educational delivery certainly has taken on a new trajectory. This positive outcome in the post-pandemic era may have an impact on the future delivery of programmes in the WBL space, adopting a blended learning approach, incorporating online learning.

Considering the potential that this world of blended learning holds for the university of the future, corresponding alignment with educational policy both at the national (i.e. ROI or UK) and at the European level may be evident in this context. On 16 June 2022, the Council of the European Union (EU) adopted a Recommendation on a European approach to micro-credentials encompassing lifelong learning and employability [23, 24]. The Recommendation aims to support the development, implementation, and recognition of micro-credentials across the university and enterprise sectors and across the EU member states. As articulated by the Council, an effective culture of lifelong learning is essential in ensuring that communities and employees have the requisite knowledge, skills-base and competencies required for continuous professional development and personal growth. Micro-credentials certify the learning outcomes of short-term learning experiences, which may be short programmes of study or defined training periods. The flexible nature of micro-credentials makes them highly attractive to employers and employees. The short bite-sized nature of micro-credentials also align their application with the ECTS model adopted by European universities across the EU.

There has been exponential growth in the recent development of micro-credentials throughout the EU. This development aligns squarely with the continued growth in programmes delivered via the blended learning mode. The European Council has stated that the opportunities afforded by micro-credentials allow for the provision of more flexible, learner-centred forms of education and training. Another benefit of micro-credentials is that they offer education and training opportunities to a broader spectrum of diverse learners. Micro-credentials can play a very effective role through educational means in assisting some of the socioeconomically disadvantaged groups in society.

The impact of the potential development of micro-credentials can be seen in some of the mission statements of European universities formed through the establishment on a pan-European basis of European University Alliances. European Universities are transnational alliances that have the potential to raise the quality standards and competitiveness of European higher education, [25], paving the way for the university of the future. A key aim of these Alliances is to deliver student-centred curricula, jointly delivered across the various university partnerships. One recently established Alliance has been the creation of the RUN-EU Regional University Network. RUN-EU is now to become an alliance of nine higher education institutions with similar mission statements drawn from across various regions of Europe. The Alliance was established in 2020 under the European Universities Initiative. The Technological University of the Shannon is one member of this European Alliance. As a member of this Initiative, the university is central to the creation of a regional development-oriented European University that embodies the values of sustainability, multiculturalism and inclusiveness, encapsulated in its overall mission [26]. Since 2020, several short-advanced programmes (SAPs) have already been developed across the Network and the university of the future will see further growth in this type of programme. The authors consider this strategic trajectory for many of the European universities to be a platform to allow closer alignment of universities with enterprise and business. Such an alignment can capitalise on WBL opportunities, increased blended learning modes of delivery and greater use of educational technologies to support learning.

One of the authors has recently been involved in designing a Foundation Degree in Hearing Aid Audiology at the University of Central Lancashire in the UK, which is similar in scope and structure to the HC. The authors own previous experience in delivering the HC in the ROI (focus of case-study of this chapter) proved an important experiential step in contributing to the most effective, overall programme design. The author also coordinated and delivered modules on two MSc programmes online during the pandemic at University College Cork in ROI. This collective combination of experiences in online learning helped to inform overall programme design elements for the Foundation Degree at the University of Central Lancashire.

The Foundation Degree programme is designed in a similar fashion to the HC programme combining on-campus residential blocks and integrated face-to-face teaching with WBL and online learning. The programme was accredited by the Health and Care Professions Council (HCPC) in August 2022 and is due to commence in September 2023. Within the same School of Medicine at the University of Central Lancashire there are other allied healthcare programmes with similar structures successfully operating in both Ophthalmic Dispensing and Optometry. On these programmes students acquire practical experience in their work-based practices and attend the university in residential blocks for face-face instruction with the remainder of the learning conducted online. The Optometry programme was the first Optometry programme in the UK to be delivered in the blended format and graduates have all successfully registered with their registration body.

The authors suggest that this model integrating the residential block model, online learning and WBL will continue to develop and expand in future programme development. The model has the potential to be adopted by other professions both within healthcare and other subject domains, such as in the STEM area.

4. Conclusions

The model used for the HC Sc Hearing Aid Audiology programme can be applied to many other Allied Health professional programmes or programmes in other discipline areas that involve competency-based training. The HC programme was delivered through a blended learning mode of delivery that incorporated a residential block model, online learning (synchronous and asynchronous) and WBL. Introduction of week-long residential blocks, combined with WBL for competency skills and online learning, proved through this case-study to be a very effective and sustainable model. This model has the capacity to be attractive to employees wishing to upskill, whilst remaining in employment. The flexibility of the structure allows the model to be used across a wide range of discipline areas at all academic levels in tertiary education.

As a result of the COVID-19 global pandemic, the advent of both fully online and blended programmes has been significantly accelerated. The world of education has changed irrevocably, as lecturers (and members of the teaching profession) were catapulted into online teaching rapidly, often with no prior formal training in this space. The HC began prior to the pandemic and technology has evolved significantly in recent years since the programme was designed. MS Teams and Zoom technologies are now commonplace additions to online delivery platforms. Whilst many universities have returned to on-campus instruction in the post-pandemic era, many HEIs have retained online elements. A high percentage of universities have now also commenced delivering fully online courses, thereby widening educational provision. Access to higher education has evolved in this period, particularly for specific cohorts who previously may not have been able to enrol on full-time, traditional programmes. The impact of the acceleration of online learning post-pandemic has opened up a world of programmes to multiple cohorts. These include part-time learners wanting to acquire academic qualifications, part-time learners requiring upskilling through the increased volume of micro-credentials available or employees wishing to enrol on CPD courses.

One of the authors delivering Masters level CPD modules during the pandemic, surveyed participants who suggested that flexibility of online delivery of CPD courses allowed them to engage in increased professional development. The European Council has recently consolidated some of these educational opportunities and have stated that the opportunities afforded by micro-credentials allow for the provision of more flexible, learner-centred forms of education and training. One clear benefit of micro-credentials is that they offer education and training pathways to a broader spectrum of diverse learners.

The background of learners is also an important consideration when designing online or blended learning programmes. Whilst many school leavers may have experience and be particularly proficient with technology, this may not apply to all schools. This holds especially for those schools located in poorer socioeconomic areas within a region that may not have access to the necessary technological infrastructure. The HC programme discussed in this chapter involved a foundation level HC for mature students. The educational background of these students was diverse. To ensure that all registered students embarking on the programme had a sufficient standard of digital literacy, the Programme Team included a significant digital skills element as part of the induction. The authors found through their experience that it is important when designing blended or fully online programmes to be cognisant of the fact that even in the post-pandemic age of vast technology, it should not be taken for granted that all learners will be proficient with all IT platforms. For some programmes inclusion of this digital skills session may not be necessary. Hence, by scheduling this as an optional session puts the onus on the student to decide whether they need this training or not.

One of the challenges facing Programme Design Teams when converting/designing blended/online programmes with a work-based or placement element in the field of healthcare is to ensure that the programme is fit for purpose and meeting professional body regulations. It is particularly essential that programmes that involve the training of healthcare students who will be working with patients retain their rigour. University policy of having robust Quality Assurance and Quality Enhancement procedures in place that facilitate excellence in the practice of work based/placement elements is essential.

It has also become evident that social isolation can become a concern for both students and staff in a fully online world [27]. It is important that Programme Design Teams consider ways to prevent this from occurring in online/blended programmes. During the pandemic many accounts were reported by the international media of students stating that online lectures were all asynchronous and students had no synchronous interaction with their lecturers. Strategies designed to avoid this were discussed in this chapter. These include building a meaningful, structured induction session into a programme from the outset. This builds the foundation for the establishment of a university community of learners, academic staff and associated university student supports. Additionally, ensuring that online elements comprise of at least some synchronous components is important. Incorporating learning and teaching strategies such as TBL into programmes can also help promote peer-to-peer learning. Two-way interaction between the lecturer and students and peer-to-peer networking further creates the environment of a connected university community, placing the learner at its core.