Students as co-creators project: Understanding Students' preferences for Blended Learning approaches at Westminster Business School : WestminsterResearch

Title	Students as co-creators project: Understanding Students' preferences for Blended Learning approaches at Westminster Business School
Creators	Espinoza Ramos, G.
Description	In recent years, there has been a growing number of online courses developed in higher education in the United Kingdom, as they offer a flexible, affordable and accessible way for students to improve their employability skills. Consequently, universities have demonstrated increasing interest in adopting good practices in this delivery form, which can be embedded in courses and modules, thereby meeting this growing demand and improving the student learning experience. This Students as Co-Creators (SCC) project investigated students' preferences regarding the design of blended learning modules at the Westminster Business School. This project used mixed methods; the data was collected by using an online survey questionnaire that was conducted between 1st April and 30th June, and semi-structured interviews were carried out between June 30th and July 20th, 2024. In addition, the data were obtained from 111 University of Westminster students via an online survey questionnaire, followed by ten semi-structured interviews. This webinar will showcase the findings from a project that involved the participation of three second-year undergraduate students and two senior lecturers at the School of Management and Marketing at the Westminster Business School
Keywords	Blended learning
	Higher education
	Pedagogy
	Digital technology
	Outdoor Learning
	field trips
	online learning
Year	15 Jan 2025
	2025
Files	Blended Learning at WBS v1.1.pdf Media type Video
Web address (URL)	https://figshare.edgehill.ac.uk/articles/presentation/Understanding_Students_preferences_for_Blended_Learning_approaches/28216091/1
Digital Object Identifier (DOI)	https://doi.org/10.25416/NTR.28216091.v1

Related outputs

Embedding sustainability in the curricula: A case study of an Education for Sustainable Development (ESD) framework at the Westminster Business School
Espinoza Ramos, G. and Capucci Polzin, A. 2024. Embedding sustainability in the curricula: A case study of an Education for Sustainable Development (ESD) framework at the Westminster Business School. https://doi.org/10.25416/NTR.27682608.

Five tips for blended learning design
Espinoza Ramos, G., Dilek Fidler, S., Singh, M. and Ukperaj, D. Forthcoming. Five tips for blended learning design.

AI - Academic collaborative nexus: examples when implementing AI in learning activities and assessment
Espinoza Ramos, G. 2024. AI - Academic collaborative nexus: examples when implementing AI in learning activities and assessment.

Ludic Pedagogy: Making Learning Fun
Espinoza Ramos, G. Forthcoming. Ludic Pedagogy: Making Learning Fun.

Students’ values regarding the use of AI in higher education: A co-creation project that explores challenges and opportunities
Espinoza Ramos, G., Lander, R., Balu, K., Mohmed, Z., Vyas, M.T. and Mann, H. S. 2024. Students’ values regarding the use of AI in higher education: A co-creation project that explores challenges and opportunities. Educational Developments. 25 (1), pp. 5-9.

Decolonising assessment by using Universal for Design Learning (UDL). A case study part of: Enhancing Assessment: A Practitioner Guide 2024
Espinoza Ramos, G. 2024. Decolonising assessment by using Universal for Design Learning (UDL). A case study part of: Enhancing Assessment: A Practitioner Guide 2024. 2024 Advance HE.

Embedding sustainability in curricula: a case study of an Education for Sustainable Development (ESD) framework at the Westminster Business School
Espinoza Ramos, G. and Capucci Polzin, A. 2024. Embedding sustainability in curricula: a case study of an Education for Sustainable Development (ESD) framework at the Westminster Business School. 10th International Conference on CSR, Sustainability, Ethics & Governance. Sibiu, Romania 12 - 14 Jun 2024 Springer.

Making Education for Sustainable Development (ESD) More Inclusive and Engaging Through Universal Design for Learning (UDL): A Case Study at theWestminster Business School
Espinoza Ramos, G. 2024. Making Education for Sustainable Development (ESD) More Inclusive and Engaging Through Universal Design for Learning (UDL): A Case Study at theWestminster Business School. in: Walter Leal Filho, Amanda Lange Salvia and Claudio Ruy Portela de Vasconcelos (ed.) An Agenda for Sustainable Development Research Hamburg Springer. pp. 651-669

Embedding Education of Sustainable Development (ESD) and Universal Design for Learning (UDL) principles in a field trip to improve the student learning experience
Espinoza Ramos, G. 2024. Embedding Education of Sustainable Development (ESD) and Universal Design for Learning (UDL) principles in a field trip to improve the student learning experience. in: Garnham, W. and Oprandi, P. (ed.) Outdoor Learning in Higher Education: Educating Beyond the Seminar Room Routledge.

Using AI tools in Higher Education [Podcast]
Espinoza Ramos, G. 2023. Using AI tools in Higher Education [Podcast].

Choice of output
Espinoza Ramos, G. 2023. Choice of output. in: Inclusive Learning Design in Higher Education A Practical Guide to Creating Equitable Learning Experiences Routledge.

‘Unwritten Rules’ in Social Partnerships: Defining Corporate Social Responsibility (CSR) Through Institutional Theory in the Peruvian Mining Industry
Espinoza Ramos, G. 2020. ‘Unwritten Rules’ in Social Partnerships: Defining Corporate Social Responsibility (CSR) Through Institutional Theory in the Peruvian Mining Industry. in: Díaz Díaz, B., Capaldi, N., Idowu, S. and Schmidpeter, R. (ed.) Responsible Business in a Changing World: New Management Approaches for Sustainable Development Springer. pp. 235-245

Permalink - https://westminsterresearch.westminster.ac.uk/item/wy877/students-as-co-creators-project-understanding-students-preferences-for-blended-learning-approaches-at-westminster-business-school

Students as co-creators project: Understanding Students' preferences for Blended Learning approaches at Westminster Business School

Related outputs

Share this

Usage statistics

Export as