Abstract:

When the COVID-19 pandemic began, staff were challenged to adapt teaching to encompass dynamic hybrid learning strategies that were responsive to the rapidly evolving landscape. For practical modules, this presented extensive logistical and educational barriers, due to strict social distancing measures reducing class sizes (in some cases to a quarter of their original occupancy), while still needing to meet strict learning outcomes. Modules also had to accommodate the needs of students unable to attend face to face sessions, such as international and clinically vulnerable students who were shielding, whilst maintaining excellent educational outcomes, fair assessment and prioritising health and safety. This sudden shift from a traditional practical learning environment created a landscape where online resources are essential. This necessitated innovative approaches to critically appraise accepted pedagogy of teaching, learning and assessment to develop and enhance the online/hybrid practical environment.

This study focused on two undergraduate modules (LIFE229 & LIFE227), with 175 and 300 learners respectively. The authors present the design, implementation, evaluation, and reflection of a multifaceted project to develop and enhance hybrid/online practical delivery. This study integrated the key drivers that underpin effective student learning, while managing limitations imposed by policy, environment, and technology (Al Lily & Alhazmi, 2019; Mitescu-Manea et al., 2021). Thus, developing a comprehensive 'practical pathway to learning'. Using asynchronous multimedia resources, live synchronous sessions and a constant online presence, learners were supported and provided with a platform to promote a community of learning. This inclusive mode of delivery combined the use of discussion boards, live chat, and group breakout rooms, which removed many barriers to learning. Feedback from the first hybrid practical (LIFE229) informed the development of fully online content and delivery methods for LIFE227. This delivery method incorporated asynchronous content and online tasks into the timetabled sessions to scaffold student learning prior to live application seminars from Early Career Researchers to encompass an authentic research-connected approach to learning. This strategy empowered learners to consolidate their practical knowledge and apply this to complex authentic scenarios.

During the planning and design phase, the team identified several key target areas for andragogical development. Our first target: the integration of a flipped classroom approach to learning into both modules using the ‘self-study, test, question and discussion’ method of learning, a unique approach for Life Sciences practical development (Meng et al., 2019). Furthermore, we identified several areas as a framework for student success, which have now been permanently integrated into our practical delivery (Roddy et al, 2015). To the best of our knowledge, this represents the first comprehensive analysis of the educational, socio-economic, and environmental impacts that inform delivery of practical laboratory skills in a virtual world.

As educators strive to create more inclusive learning environments, this framework for development of practical teaching delivery, can be applied to other disciplines and inform teaching best practice to adapt to future challenges.

Keywords:

Practical, Life Sciences, Hybrid, Online, Technology Enhanced Learning, Accessibility.