Teaching Geotechnical Engineering at LSBU

This paper presents a case study based on the teaching for the module Geotechnical Engineering at level 6 for full-time, apprentices, and part-time students for the last five years. The teaching strategy for this subject is a non-attendance-proof hybrid/blended approach, and its effectiveness is demonstrated by outstanding figures on engagement, performance, and progression as well as on qualitative analysis of student feedback made anonymously. This work shows that several teaching approaches such as on-campus, online, hybrid, or blended show effectiveness if the module leader controls the classroom, the institutional limitations, and the teaching delivery.