In March 2020, the COVID-19 global pandemic forced universities to close their campuses and change their delivery from in-person to remote teaching (e.g. Crawford et al., 2020; Zhao et al., 2020). When reopening following lockdown, many universities were inclined to use a blended model of learning and teaching (Chigeza & Halbert, 2014) more regularly than in the past. This new mode of learning has been found to make education more accessible and student-focused, with teachers becoming more engaged with students (Kintu et al., 2017). On the other end of this field of research, some researchers have shown that the increased workload resulting from online learning can lead to higher learner dropout (Park and Choi, 2009). More recently, Sriwichai (2020) found that the effectiveness of remote learning was influenced by limited access to online sessions; difficulties with online interaction with teachers and peers; lack of experience and skills (both staff and students) in using digital tools and time management. This, in combination with the abrupt and radical changes to the academic lives of Higher Education students due to the pandemic calls for more research into the experiences of blended learning for Higher Education students. The present study will focus on HE learners with learning difficulties whose academic achievement and motivation can be challenged in remote learning environments (Zawadka et al., 2021). As blended learning and teaching is becoming the norm in the post-Covid era, this presentation will discuss the implications of remote learning learners with learning difficulties and explore measures for the provision of appropriate inclusion and support practices.

Our initial identification of key issues will facilitate further investigation (by means of focus groups and/or interviews), enabling us to collaborate with students to identify strategies for overcoming barriers and getting the most out of blended learning, thus contributing to a more inclusive and enabling learning environment. Our survey aims to answer the following research question: What are the challenges and advantages of remote learning for students with learning difficulties? Second year undergraduate students from the disciplines of Psychology, Business Studies and Nursing within the University of Birmingham will be asked to complete an anonymised questionnaire which gathers demographic information (including details of SpLDs, disability, EAL etc. where appropriate) and asks questions about perceived advantages of, and difficulties associated with, online learning and teaching, and how this compares with the in-person experience. Second year students have been chosen as they will have experience of remote (first year) followed by blended learning and teaching. Participants will be reimbursed with shopping vouchers of up ten pounds. Questionnaire The questionnaire will use a combination of Likert scale and open text responses, focussing on students’ experiences of on-line teaching & learning and assessment post Covid. Questions include level of digital literacy and confidence and explore the aspects of on- line learning that they find challenging, as well as those which they consider beneficial. The questionnaires will be analysed to identify common themes and sub-themes using a structured approach to thematic analysis (Braun & Clarke, 2006).

Continuing the research Identifying the key issues for neurodivergent students will provide a starting point for research into predictors of remote learning and the barriers encountered by neurodivergent (and neurotypical) students. These results will support a grant application to a major funder (e.g., British Academy), allowing us to conduct focus groups and interviews, focusing on the learner voice and thus provide suggestions that could be used to improve inclusive practice in HE.

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