Inclusive learning development practices: the consequences of flexibility and choice in the hybrid era




flexible teaching practices;, inclusive practices, hybrid teaching, learning development support


The Covid-19 pandemic, and the move to online teaching and learning, has provided opportunities for the learning development (LD) community to find new and innovative pedagogical approaches to providing a more inclusive learning environment. Many of these opportunities are now being incorporated into a new hybrid era of teaching, which seeks to build the ‘best of both worlds’. To embrace this new era of flexibility, hybrid learning and teaching strategies need to be developed rather than merely being a reaction to a global health emergency. Based on the experiences of two learning developers at different UK institutions, this paper reflects on the benefits and disadvantages of a hybrid mode of delivery of one-to-one tutorials, one of the cornerstones of LD provision. Within this paper we define hybrid teaching as a combination of online and physical environments (Gamage et al., 2022).

Author Biographies

Ralitsa B Kantcheva, Bangor University

Ralitsa Kantcheva has been a Study Skills Adviser at Bangor University (Wales) since 2016. She has experience supporting students both through subject specific and generic provision of academic literacy skills. Her primary research interest is students’ understanding of threshold concepts embedded in academic writing and in scientific research procedures.

Ed Bickle, Bournemouth University

Ed Bickle is a Lecturer in Learning Development at Bournemouth University. He has extensive experience in widening participation research, and his primary interests lie in the lived experiences of widening participation students. He is currently undertaking research that examines the future role of Learning Development within the Higher Education sector.


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How to Cite

Kantcheva, R. B. and Bickle, E. (2023) “Inclusive learning development practices: the consequences of flexibility and choice in the hybrid era”, Journal of Learning Development in Higher Education, (26). doi: 10.47408/jldhe.vi26.886.