Evaluating hybrid teaching practices: a case study of staff and student experiences at City St George’s, University of London
This paper evaluates the hybrid teaching practices at City St. George’s, University of London through a unique study of the experiences of staff and students in using these spaces for learning. The university was an early adopter of hybrid teaching in UK higher education and implemented it at scale...
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2025-12-01
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| Series: | Cogent Education |
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| Online Access: | https://www.tandfonline.com/doi/10.1080/2331186X.2024.2448356 |
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| author | Miranda Melcher James Rutherford Jane Secker Rebecca Wells Rachael-Anne Knight |
| author_facet | Miranda Melcher James Rutherford Jane Secker Rebecca Wells Rachael-Anne Knight |
| author_sort | Miranda Melcher |
| collection | DOAJ |
| description | This paper evaluates the hybrid teaching practices at City St. George’s, University of London through a unique study of the experiences of staff and students in using these spaces for learning. The university was an early adopter of hybrid teaching in UK higher education and implemented it at scale and continues to use and develop this practice. Our evaluation focuses on practical insights gathered from two mixed-methods surveys, which included both qualitative and quantitative questions, conducted over the academic year 2021-2022. Additionally, staff focus groups were held to further explore survey findings. Responses highlighted the benefits of inclusivity in the hybrid teaching approach, though it also revealed mixed engagement levels among online students. The study also uncovered various challenges and technical issues faced by staff and students, providing valuable insights for improving future hybrid teaching practices. As this was an early implementation of this practice in a planned way, this snapshot analysis provides a useful baseline for understanding how hybrid teaching and experience will continue to develop. These findings will inform strategic decisions related to engagement, pedagogy, technology, space design, and staff development, as well as support a community of practice with other educational institutions. |
| format | Article |
| id | doaj-art-2634d8feb44d4e0fae0e165ec732034e |
| institution | Kabale University |
| issn | 2331-186X |
| language | English |
| publishDate | 2025-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj-art-2634d8feb44d4e0fae0e165ec732034e2025-01-10T15:45:37ZengTaylor & Francis GroupCogent Education2331-186X2025-12-0112110.1080/2331186X.2024.2448356Evaluating hybrid teaching practices: a case study of staff and student experiences at City St George’s, University of LondonMiranda Melcher0James Rutherford1Jane Secker2Rebecca Wells3Rachael-Anne Knight4Learning Enhancement and Development, City St. George's, University of London, London, United KingdomLearning Enhancement and Development, City St. George's, University of London, London, United KingdomLearning Enhancement and Development, City St. George's, University of London, London, United KingdomCentre for Food Policy, City St. George's, University of London , London, United KingdomSchool of Health Sciences, University of Essex, Colchester, United KingdomThis paper evaluates the hybrid teaching practices at City St. George’s, University of London through a unique study of the experiences of staff and students in using these spaces for learning. The university was an early adopter of hybrid teaching in UK higher education and implemented it at scale and continues to use and develop this practice. Our evaluation focuses on practical insights gathered from two mixed-methods surveys, which included both qualitative and quantitative questions, conducted over the academic year 2021-2022. Additionally, staff focus groups were held to further explore survey findings. Responses highlighted the benefits of inclusivity in the hybrid teaching approach, though it also revealed mixed engagement levels among online students. The study also uncovered various challenges and technical issues faced by staff and students, providing valuable insights for improving future hybrid teaching practices. As this was an early implementation of this practice in a planned way, this snapshot analysis provides a useful baseline for understanding how hybrid teaching and experience will continue to develop. These findings will inform strategic decisions related to engagement, pedagogy, technology, space design, and staff development, as well as support a community of practice with other educational institutions.https://www.tandfonline.com/doi/10.1080/2331186X.2024.2448356Hybrid teachinghybrid learninghyflexdual-delivery teachingsynchronous teachingmulti-modal teaching |
| spellingShingle | Miranda Melcher James Rutherford Jane Secker Rebecca Wells Rachael-Anne Knight Evaluating hybrid teaching practices: a case study of staff and student experiences at City St George’s, University of London Cogent Education Hybrid teaching hybrid learning hyflex dual-delivery teaching synchronous teaching multi-modal teaching |
| title | Evaluating hybrid teaching practices: a case study of staff and student experiences at City St George’s, University of London |
| title_full | Evaluating hybrid teaching practices: a case study of staff and student experiences at City St George’s, University of London |
| title_fullStr | Evaluating hybrid teaching practices: a case study of staff and student experiences at City St George’s, University of London |
| title_full_unstemmed | Evaluating hybrid teaching practices: a case study of staff and student experiences at City St George’s, University of London |
| title_short | Evaluating hybrid teaching practices: a case study of staff and student experiences at City St George’s, University of London |
| title_sort | evaluating hybrid teaching practices a case study of staff and student experiences at city st george s university of london |
| topic | Hybrid teaching hybrid learning hyflex dual-delivery teaching synchronous teaching multi-modal teaching |
| url | https://www.tandfonline.com/doi/10.1080/2331186X.2024.2448356 |
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