Students' views and experiences of blended learning and employability in a post-pandemic context

Abstract

Existing research has investigated university students' experiences of learning during restrictive lockdowns (e.g. Ela et al., 2021; Khan, 2021) as well as their perceptions of their own employability (Haekal et al., 2021; Plakhotnik et al., 2021). This study addresses a research gap, by exploring these topics from a post-pandemic perspective. Our research collected data with a cohort of university students at a UK institution, otherwise known as ‘NorthSea’, in relation to their views and experiences of both ‘blended learning’ (BL) and employability. The study had a multi-method design comprising of an online focus group (OFG) with n.18 respondents, n.10 semi structured interviews (SSI) and anecdotal data collected from n.6 students. Students were generally supportive of the continuation of BL due to its flexibility. Anecdotal data, collected six months after the original research study, noted further support for BL due to financial concerns about the cost of living crisis. Although other respondents preferred face to face teaching as they observed a disconnect between lectures being delivered online and in person. In terms of employability, respondents were complimentary of the support provided by the Employability Service, (ES), although mature did not always avail themselves of this support, and international students did not perceive that the service was available to them. Respondents also talked of wanting tailored information, advice and guidance (IAG) that considered their degree subject. Recommendations included further research in the shape of an action research project that focused on tailored IAG and included student unions, and for ES to take proactive steps such faculty endorsements, peer ambassadors (who have successfully used the employability service) and a university incentive scheme.