- Online Learning educators to better serve all students
- Higher Education is evolving with Digital Learning, including graduate programs
- The Digital Learning wave: a Change in Higher Education
- Researchers affected by the Massive Expansion of Online Learning
Online Learning educators to better serve all students
In the midst of the pandemic, a significant transformational shift occurred in higher education. The evolution was driven by necessity, but the ripple effects are now leading to innovation, adaptation, and an acknowledgment of online learning as a critical modality in the modern educational ecosystem. As institutions venture further into post-pandemic life, the lasting implications of online learning are becoming increasingly clear.
When the world was hit by COVID-19, it prompted an unprecedented and urgent move to online platforms. The institutions already equipped with online platforms managed the transition with relative ease. However, many colleges and universities faced an uphill battle, diving headfirst into the realm of virtual classrooms, often relying on platforms like Zoom.
Caroline Levander, of Rice University, aptly encapsulated the situation: the pandemic was a call for innovation. And innovate they did. For instance, Rice’s Jason Hafner leveraged the digital environment to its utmost potential, exemplifying the possibilities of online learning by utilizing the university's physical resources in tandem with virtual teaching[1].
As the days of emergency online teaching become memories, the focus has shifted to refining and enhancing online learning experiences. As Jeff Borden of D2L mentioned, initial efforts were rudimentary, but now, there's an opportunity and a responsibility to build sustainable and dynamic online platforms catering to a diverse student base.
The one-size-fits-all notion of higher education is outdated. Not every learner is seeking a conventional four-year degree. Borden highlights that there's a vast population with varied academic aspirations. Online learning platforms are now bridging the gap, enabling an expansive demographic – from working adults to neurodiverse individuals – to access education on their terms.
Higher Education is evolving with Digital Learning, including graduate programs
Graduate and professional programs, too, are embracing online modalities. Levander points out the increased diversity seen in applicants for Rice's online master’s program, a direct result of the accessibility and flexibility offered by online learning. The geographic liberation offered by online education also presents an opportunity for institutions to reach a wider, global audience.
Affordability, as Don Kilburn of UMass Online suggests, is another crucial advantage. With the potential to lower the financial barriers considerably, online learning can make education more accessible to a larger group of people.
To maximize the potential of online education, Nancy Gonzales of Arizona State University stresses the need to comprehend the unique demands and patterns of online learners. The flexibility inherent in online learning is a significant draw. Still, institutions must ensure that the holistic student experience isn't compromised – from financial aid to peer interactions[2].
As the panelists agree, we are at the threshold of a digital revolution in education. As technology continues to advance and as institutions refine their online strategies, we can expect to see more innovations, broader accessibility, and a further reshaping of what "higher education" truly means in the 21st century.
The Digital Learning wave: a Change in Higher Education
Prior to the pandemic's onslaught, a mere third of higher education operated exclusively online, as identified by Bay View Analytics. The remainder adhered to the time-honored brick-and-mortar classroom model. However, the pandemic's grip forced a sudden pivot. This, in turn, instigated a flurry of innovative online solutions and ignited a deeper investigation into the efficacy of virtual learning.
Historically, as pointed out by Michael Brown from the Iowa State University School of Education, research focused primarily on individual online courses, seldom encompassing an entire program or institution. But this changed dramatically during the pandemic. The American Educational Research Association, for instance, observed a near 50% surge in the presentation of papers with "online" in their titles. This robust exploration of online education, according to the association’s executive director, Felice Levine, can be likened to the fervent studies undertaken post-natural disasters. The sentiment is echoed by a university administrator, who exclaimed, "This is action research on steroids!”
Despite the enthusiasm, pre-pandemic research was somewhat disparaging of online higher education. It consistently revealed that students in online courses exhibited lower grades, increased dropout rates, and diminished subsequent class performances. The brunt was most heavily borne by male, Black students, and those with lackluster prior educational experiences[3].
However, a vital oversight in these studies, as Shankar observes, is the self-selection bias. Early online learners, often older and juggling jobs and family, enrolled out of necessity rather than choice. This cohort's unique set of challenges inevitably influenced the outcomes. The pandemic-induced digital learning wave diversified the online student demographic, remarks Di Xu, an associate professor at the University of California, Irvine.
As a consequence, researchers could delve deeper into the advantages and pitfalls of online learning without the skew of self-selection. There's a burgeoning optimism that the accumulated data will paint a brighter picture of online education, as Shankar anticipates.
Researchers affected by the Massive Expansion of Online Learning
Preliminary insights from Shankar's surveys at City College indicate that large introductory courses seem to benefit more from the online format. The interactive tools enable students to engage in ways impossible in vast lecture halls. On the contrary, smaller elective classes appear to be less favored due to the perceived lack of personal interaction.
Furthermore, another study revealed that mandatory online courses expedite graduation, resolving the issue of fully booked or unavailable in-person classes. The pandemic has inevitably shifted perceptions about online education. As revealed in the CHLOE survey by Quality Matters and Eduventures, three-quarters of university chief online officers believe that students now exhibit a greater inclination towards online learning. The consensus is unanimous: the future of higher education is intertwined with online learning.
Yet, the path hasn't been entirely smooth. Strada Education's 2020 survey disclosed that nearly 30% of students found online learning significantly more challenging than in-person sessions. Confidence in the quality of online courses remains tepid, with only a third of Americans expressing definite assurance, and slightly less than half of the students and faculty endorsing it.
Nevertheless, hope shines bright on the horizon. A majority of students, about 57%, now view wholly online classes with renewed optimism. The tide is turning, with a staggering 99% of university chief online officers foreseeing a surge in online instruction.
While the digital learning wave ushered in by the pandemic jolted the world of higher education, it has also redefined its trajectory. The future, it seems, is poised on the cusp of digital innovation and traditional pedagogical excellence.
