Enhancing hands-on skills under capstone CDIO project using blended learning approach

COVID19 restricted conventional face-to-face learning at UK Higher Education Institutions, therefore Canterbury Christ Church University (CCCU) shifted to online / blended learning platforms along with other academic institutions. This resulted in several challenges for students who are unable to engage in weekly practical sessions and cannot perform project-oriented jobs. At CCCU, engineering modules are integrated with CDIO (conceive, design, implement and operate) projects to embed better employability skills in the curriculum. The CDIO framework builds an interactive platform for students where they develop an industry-oriented project through four stages: conceive an idea, design and develop a feasible and useful solutions, implement these solutions, and operate them to evaluate their practicality. The paper will focus on the CCCU response in reconfiguring the delivery and implementations methods of the CDIO projects to adapt to the COVID19 restrictions (during full and partial lockdown) while embracing the opportunities of online/blended learning without affecting the students’ development and knowledge acquisition. The project sessions have been designed to manage the optimal use of blended learning sessions. Therefore, the conceive and design parts of the CDIO project have been completed during online sessions whereas students completed implement and operate during face-to-face sessions (Figure 1). The paper will also explain the challenges faced by tutors and students. We have received a mixed response where 56.4% of the students have agreed to the blended learning approach to be used in the next academic year.