VIRTUAL New Schools of Thought

Abstract

In today’s rapidly evolving educational landscape, traditional teaching models are being reimagined to meet the needs of a new generation of learners. This presentation explores the redesign of an engineering undergraduate program senior-level Strategic Management course that transitioned from a face-to-face (F2F) to a virtual-hybrid format. The course moved beyond conventional credit-hour constraints, emphasizing flexibility, learner agency, and deep engagement. The redesign integrated various pedagogical techniques, including gamified learning, asynchronous instructional videos, and biweekly, personalized student-instructor meetings. These elements were designed to foster critical thinking, real-world application, and independent learning. The course’s unique combination of synchronous and asynchronous methods resulted in enhanced student engagement and a 13% improvement in final grades compared to previous F2F offerings. Student feedback underscored the success of this model, highlighting the value of self-directed learning and personalized interactions. This case study reflects a broader shift towards inclusive, student-centred teaching that aligns with the conference’s critical thinking and creative pedagogy themes. It raises important questions: How can we effectively balance flexibility and structure in virtual classrooms? How can educators use technology to create immersive, interactive, and engaging learning environments? Most importantly, how can we enhance student agency—empowering learners to take ownership of their education? The course’s success provides valuable insights for educators across disciplines on leveraging innovative teaching methods that promote learner agency, critical engagement, and autonomy in learning.