This paper examines the pedagogical redesign of a senior-level Strategic Management course within an engineering management programme. In response to the COVID-19 pandemic, the course transitioned from a traditional face-to-face (F2F) format to a virtual-hybrid delivery model. The course, which emphasises practical business strategy, required a comprehensive redesign to maintain its interactive and immersive nature in an online environment. The new virtual-hybrid approach enhanced student engagement, flexibility and learning outcomes by integrating synchronous and asynchronous learning approaches. The course design was guided by three key criteria: (1) rethinking the traditional three-hour weekly course structure to focus on competency development rather than adherence to the three-credit-hour model; (2) limiting large-scale virtual lectures to the initial weeks, followed by bi-weekly small-group student meetings with instructors; and (3) creating high-quality instructional videos to support asynchronous learning. These innovations allowed students to engage more deeply with course content at their own pace while maintaining personalised interactions with instructors through regular meetings. Student feedback from surveys and university course evaluations indicated strong satisfaction with the redesigned course. Key strengths included the course’s clear structure, the flexibility provided by instructional videos and the personalised feedback offered during team meetings. A notable outcome was a 13 per cent improvement in average final grades compared to previous F2F offerings. This case study provides valuable insights into the effective integration of synchronous and asynchronous learning tools, offering recommendations for educators seeking to adapt their pedagogical approaches in the evolving landscape of higher education.
Allan MacKenzie (Sat,) studied this question.