The Covid pandemic changed the way we teach. In 2020 during the first lockdown all education had to be done online. This had impact on many aspects of teaching and learning, it impacted both teachers and students. Now about two years later we have learned a lot about online education and its advantages and disadvantages. It appears that the majority of the students would prefer blended education, where part of the education is given online and part face-to-face. This gives flexibility to the students, and opens up opportunities for teachers to experiment with quality education. It can also reshape the organisation of education, because less (big) lecture halls are required.

With this in mind I started my Senoir Universtiy Teaching qualification in 2021. Which I successfully completed in 2023. 
In my reseaech I tried to answer the following questions: 

  1. How can one use learning analytics data to better understand how students learn in an online learning environment?
  2. What kind of learning analytics data are required to influence the online learning behaviour of students?
  3. How does the incorporation of face-to-face peer-learning elements affect the learning outcome and motivation of the students?

Interested in my report? Developing blended learning in chemical education

In addition I have written two articles about my SUTQ research for Surf Vraagbaak: 
Hoe peer-learning blended learning kan versterken
Hoe studenten online leren – onderzoek met learning analytics