Purpose
After COVID-19-induced lockdowns and emergency remote teaching, the Imperial College London School of Public Health implemented blended online and in-person teaching and learning for post-graduate students. While blended learning had the potential to maximise learning outcomes, its effect on inclusivity was not clear. The aim of this research was to establish how blended learning may affect inclusivity post-lockdown and to establish ways to enhance it.

Methods
Using a phenomenological approach, I explored blended learning and teaching as experienced by members of staff, alumni, and students on the MSc in Epidemiology and Master of Public Health. Data were collected through one-to-one interviews with staff and alumni, and a focus group of students. From these data, themes were both deductively derived from the literature and inductively developed based on commonality in participant responses.

Results
This study showed that students and alumni found blended learning to be more inclusive as it accommodated different learning needs and styles. Key inclusive features of blended learning were that it enabled individuals with varying academic and English language abilities to learn at their own pace through recordings, transcripts, readings, and opportunities to ask questions. Learners valued in person activities as they provided exposure to people from diverse backgrounds. In person, they also felt empowered to share their own personal and professional experiences. Other dominant themes expressed regarding inclusivity illustrated how blended learning could be enhanced to encourage organic participation, engagement, shared identity, fitting-in, relatability, socializing, and community-building.

Conclusion
Findings from my research indicate that students, alumni, and staff generally view blended learning and teaching as progressive and inclusive, enabling participants to engage in learning according to varying preferences, abilities, and pace. Through attention to features that may affect different styles of learning and community-building, blended learning can be leveraged to enhance inclusivity.