Hybrid learning and teaching: The role of quality assurance in ensuring accessible and equitable provision

The shift to remote learning during the Covid-19 pandemic, and the experience of blended provision during the staggered ‘return to normal’, has led to enhanced staff competence and confidence with technology, opens a world of options. We are entering a pedagogic future where it is likely to be much more common for on-campus courses to feature substantive remote elements, and where the synchronous elements of a programme may be split between in person and online learning. A range of digital tools became part of the lecturers’ toolkit and the interaction between these and institutional or VLE resources has provided myriad opportunities for engaging learners. In a sense, this is the uncharted territory that was predicted for learning back when web2.0 was a thing. This blog examines how the QA processes of HEIs might be pertinent to evaluating these new possibilities and assuring accessible, equitable, and engaging learning for all.