This paper examines the experiences of students transitioning to blended learning in the University of Glasgow as part of the
QAA Enhancement Themes work on Student Transitions. We draw here on exploratory, qualitative research to examine the
benefits, challenges and skills developed by students during transitions to blended learning as a means of advancing understanding,
and informing future curriculum design. Data from home undergraduate and international postgraduate students were collected
over two years through focus groups, individual interviews and end-of-course quality assurance surveys. We found that while
home/undergraduate and international/postgraduate students have similar transition experiences, international taught
postgraduates encounter additional challenges in terms of acclimatising to UK higher education (HE), especially within shorter
programmes of study and where pedagogical and language differences exist. The findings are integrated in a conceptual
framework highlighting the importance of access, acculturation (attitudes) and attributes (skills) to enable learner autonomy to
engage effectively in blended learning. The findings have implications for institutional infrastructure, curriculum design and learner
development. Further research is required to collect a larger data set as a means of developing the study’s conceptual
framework, in order to better understand and support diverse student transitions to blended learning
