Preprint Article Version 1 Preserved in Portico This version is not peer-reviewed

Ten Tips for Blended Practicals

Version 1 : Received: 13 September 2020 / Approved: 15 September 2020 / Online: 15 September 2020 (06:13:10 CEST)

How to cite: Garrard, A.; Beck, S.; Di Benedetti, M.; Funnell, A. Ten Tips for Blended Practicals. Preprints 2020, 2020090333. Garrard, A.; Beck, S.; Di Benedetti, M.; Funnell, A. Ten Tips for Blended Practicals. Preprints 2020, 2020090333.


At the start of 2020 the rapid onset of the coronavirus pandemic forced higher education institutions across the world to pivot from face to face to remote teaching. For teaching methods that involve the transmission and dissemination of verbal/visual information between academic staff and students, video technologies provided immediate methods to respond to the restricted access to campus. Practical activities, that usually involve interaction with equipment, presented a greater challenge to adapt for remote delivery. With restrictions on higher education being partially lifted, many institutions worldwide intend to offer blended learning, prioritizing in-person activities that are troublesome to deliver online, such as practicals. Social distancing measures are reducing capacity and placing increased pressure on space, creating a need to optimise limited time students have in the lab and strategies to determine which activities can best utilize this limited resource. Time is constrained, leaving little opportunity to make radical changes to learning and teaching structures. In this publication, The department of Mulicdipalnary Engineering Education (MEE) at the University of Sheffield, utilise their experiences in practical teaching to provide simple, implementable ideas for blended practicals which maximize students’ learning and experiences within the envelope of available resources.


practical engineering education; remote practicals; blended learning


Social Sciences, Education

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