Maintaining and Enhancing Blended and Online Teaching and Learning

Lessons Learnt from Student Experiences of Select Programmes During the Pandemic Period

Abstract

This paper explores the teaching and learning experiences of students from selected programmes offered by the University of the West Indies, St. Augustine Campus during the period of Emergency Remote Teaching (ERT) and the early return to face-to-face teaching. The students’ experiences are assessed in relation to the Community of Inquiry (CoI) Framework, which promotes a combination of teaching, cognitive, and social presence for an effective educational experience. A survey approach was used to gather both quantitative and qualitative feedback on the aspects of online, hybrid, and in-person teaching and learning, the aspects of the programmes most valued and most disliked by students, and areas for improvement. Findings suggest that the blended and online environment requires intentional integration of teaching, cognitive, and social presence to ensure effective educational experiences online. Useful and diverse course content that built focus and awareness, had real-world applicability, and exposed students to new topics and outlook were essential to students. The need for, and use of practical applications and experiences that linked theory to practice, was also emphasized and students required access to readily available and easy to navigate resources that support their learning online. To maintain and enhance students’ online and blended learning experiences, universities must be able to productively regulate teaching and learning through course design and instructor facilitation, set an effective climate for constructive instructor-student dialogue, and support discourse through peer interaction and engagement efforts. The institution should provide infrastructure, and support appropriate training for faculty and other staff, and should prepare guidelines and policies on maintenance of quality in the online and blended environment.