Overview

Aligned with our strategic vision for education 2030, St George’s takes a ‘blended learning’ approach.

Blended education can be defined as teaching and learning that combines in-person delivery and delivery in a digital environment, with thoughtful integration across these different modalities. 

The St George’s approach is underpinned by  evaluations with students and staff undertaken in 2021 and 2022, and is informed by recent thinking in the sector:  

Blended Learning review – report of the OfS-appointed Blended Learning Review Panel .

The approach emphasises the importance of careful learning design across modes and formats online and on campus, to enable a high-quality educational experience for all students that includes learning on placement where appropriate.   

In recognition of the fact that many of our students commute to campus, our approach favours clear days on campus, balanced with days where no campus attendance is required, rather than stipulating a proportion of time spent face-to-face or online. 

On-campus days are scheduled to include a range of directed face-to-face activities, such as practical/hands-on teaching learning, small group teaching, interactive seminars or collaborative workshops, and whole class lectures. Some online and independent learning may also be expected as part of an on-campus day.  

Off-campus days typically involve directed study tasks, accessible online through Canvas, as well as self-directed, independent study such as wider reading, revision and research.  

Emphasis is also placed on fostering relationships, supporting learning, and offering personal tutoring throughout our students’ academic journey. Our aim is for students to feel valued, engaged, and in control of their learning, while being aware of the support available to them when needed. 

Within this broad approach, individual degree programmes vary in the emphasis they place on different activities and in the precise blend of on-campus and off-campus learning.  

In general, through the blended learning experience, students should feel that:

• they are known and valued as part of a course community
• the in-person and online elements of their course complement each other, both adding value to their learning with respect to intended learning outcomes
• the mix of synchronous and asynchronous activities, both directed and independent, are balanced to provide meaningful engagement with sufficient stretch and challenge
• they understand what is expected from them: what they need to do, where they need to be and when they need to do it
• they are expected to participate and actively engage in learning activities via interaction with staff, peers and content.
• they are in control of their learning, but also know that support is available to them and where to get it
• they have opportunities to give feedback on their experience of the course that will be responded to as appropriate and help to shape its future development.