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Digital inclusion

Over the past year, repeated Covid-19 lockdowns have forced academic communities to rapidly shift their traditionally campus-based teaching and learning content to virtual learning platforms. Videoconferencing and platforms like Zoom and Microsoft Teams have been critical tools during this ongoing pandemic, allowing education and many businesses to continue working during the pandemic.

Although the transition to virtual spaces took place rapidly, with relatively little time to prepare, the online switch has subsequently offered exciting opportunities to discuss new practices across different learning communities. This added to the possibility to test future reconfigurations of blended learning (online/offline, synchronous/asynchronous, and active/passive methods) in order to ensure effective and satisfactory students’ learning experience.

This project aims to investigate how students enrolled in the School of Engineering and Built Environment at Birmingham City University courses have experienced online teaching delivery and related pressures, the extent to which such experiences have changed since the first lockdown in March 2020 as both the result of the support received at BCU and students’ own ability to adapt to such changes.

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