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It is an active practice in GBS to ensure every lecture has formative activities which are completed at the end of the session. Learners have different age, professional experiences and may have left school years ago before joining GBS and so their learning needs differ from traditional students (MezirowXX). They require so much support, motivation and instructions to get them actively engaged and understand the lesson. The formative activities help to assess their weekly development through the module and allow lecturers to provide feedback. Despite these intentions, feedback from learners (3 learners) revealed dissatisfaction with the formative activities. They claim to find the activities too simplistic or disconnected from their real-world contexts, which can lead to a perception that the activities are irrelevant or unworthy of their time. This disconnect suggests a mismatch between the intended purpose of formative exercises and the actual experiences of adult learners.

To address this, I had to a redevelopment of the formative tasks to ensure they are both challenging and clearly aligned with professional applications, module outcomes and valuable. Respecting learners’ backgrounds means designing activities that build on their expertise while also offering new theoretical insights, thus reinforcing their practical relevance.

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Learners in the module often rely heavily on prepared resources and teaching slides uploaded on Moodle, using them as their primary source of information. While these materials provide structured guidance, over-reliance on them can limit critical engagement and reduce the incentive to explore the broader reading list. As a result, students may miss out on deeper theoretical insights and diverse scholarly perspectives. Compounding this issue is the challenge many learners face in relating to the course content, which often does not reflect their cultural backgrounds or lived experiences. This disconnect can create a sense of alienation and limit the applicability of concepts to real-world scenarios relevant to the learners.

To address these issues, I encouraged contextual discussions by making it more inclusive, practical, and culturally relevant. This involves incorporating diverse examples from various countries and regions, particularly those represented within the learner cohort. Embedding activities that invite learners to reflect on and share their own experiences helps bridge the gap between theory and practice, fostering a more engaged and meaningful learning environment. Such an approach not only enriches the curriculum but also validates the unique insights that adult learners bring, ultimately supporting a more equitable and inclusive educational experience.

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Lecture slides for modules are often created by the module leader and distributed to all lecturers delivering the course. While this ensures consistency, it can result in materials that lack depth, academic rigour, or relevance. Many slides are overly simplistic and generic, limiting lecturers’ ability to adapt content or contribute their expertise. This can discourage effective preparation and reduce opportunities for tailored, engaging teaching. Moreover, when slides do not clearly align with module objectives or support the logical flow of content, both teaching and learning suffer. A thorough review of the module’s structure and resources is necessary to better support lecturers and enhance the learning experience.

Additionally, learners have raised concerns about the quality of the slides, including frequent spelling and grammar mistakes. One student specifically reported encountering numerous errors, which not only distract from the content but also undermine the professionalism and credibility of the materials. These issues highlight the need for improved editorial oversight and more thoughtful content development. Ensuring that slides are accurate, well-structured, and reflective of academic standards is essential for maintaining learner trust and delivering an effective educational experience.

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Learners provided highly positive feedback on my approach to teaching, particularly appreciating the inclusive and interactive style used throughout the module. They valued being actively involved in discussions and formative activities, which they felt were instrumental in fostering creative thinking and building their confidence in speaking and presenting to the class. Several learners noted that these activities not only deepened their understanding of the subject matter but also helped them develop new digital skills, which they found useful both academically and professionally.

The overall response suggested that this teaching approach contributed significantly to learners' sense of clarity and preparedness. Many expressed that the structure and support provided enabled them to understand the expectations clearly, complete their assignments effectively, and feel confident about passing the module. Learners specifically recommended that this method be shared with other lecturers, believing it could enhance teaching practices across the wider academic team. Their feedback underscores the value of participatory, skills-integrated teaching in promoting learner engagement and success.

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