Active Blended Learning: Implications for academics and students in the post-pandemic period

Active Blended Learning (ABL) strategy remains the University of Northampton’s flagship approach to learning and teaching. Emerging studies have continued to laud and showcase its impact and effectiveness in supporting the student experience. Some studies have focused on the efficiency of ABL and how its principles are capable of enhancing student’s learning (Maxwell & Khatri, 2021), while others have appraised its overall successes at the University of Northampton (Wareing, 2021; Armellini, 2021). As a contribution to the ongoing debate, the authors of this presentation will reflect on the different realities of adapting the active blended learning pedagogy to their teaching practices. They will explore some challenges of ensuring this pedagogy and the overall implications in some scenarios. With reference to the realities of the post-pandemic period, they will draw attention to how learning problems shape learning input and attempt to make a case for the centrality of the mixture of passive and active inputs in enhancing students’ experience/learning