Introduction

The introductory chapter sets the context for the book. Since the onset of Covid-19, students, teachers and universities have had to adopt online and blended learning, often with little or no experience, expertise, or models of good practice to draw upon. The chapter then provides an overview of the book. The first part of the book shows how some universities have expanded and diversified their student intake by shifting towards a contemporary model of admission and course delivery, including the availability of online learning. As a result, they gained experience and expertise in online and blended learning prior to the onset of Covid. The second part of the book examines the role of student support services in promoting the retention and success of online and blended learners. The third part presents a model, tested with Structural Equation Modelling (SEM), of how four elements of online pedagogy can generate a supporting online environment that prompts the formation of virtual learning communities. Two chapters in this part of the book provide detailed qualitative illustrations of how teachers can put the model into practice for online and blended learners. This introductory chapter provides overall details of the student interviews which generated the data for most of the chapters in the book. The introductory chapter explains SEM in a way that a non-specialist will be able to understand.