Universities need a long-term plan for virtual learning

Universities need a long-term plan for virtual learning

During the Corona pandemic, universities and colleges introduced "emergency distance learning". But they need to do more. Because it is very likely that virtual learning will have to be a part of education in the foreseeable future. This requires a strategy. 

Frederik Thomas & Markus Dobbelfeld are lecturers at various universities. The shocking impact of Covid-19 on education systems around the world is unlike anything we have seen in the post-war period. It is not surprising that the demand for online learning content has risen sharply. Unable to learn on campus, universities have sought to ensure academic continuity through "emergency distance learning." In many cases, this meant that they had to rely on pre-existing, pre-made online courses from other trusted, leading institutions in their curricula. Universities can point to the wide range of distance learning resources provided by leading universities, for example under Creative Commons. As the emergency situation subsides but the normal state does not return, higher education institutions must do more. It is very likely that virtual learning will have to be part of education in the foreseeable future. Universities need a response framework that goes beyond immediate measures. They must prepare for a medium transition period and start making their institutions fit for the long term.
 

The evolution in the ecosystem of higher education institutions takes place through a "point-by-point balance": long periods of relatively slow changes, interrupted by occasional moments of rapid adjustment. The current pandemic is a dotting moment. Faced with the unprecedented urgency, educators are working hard to restore teaching and learning through technology and innovation. Universities want – and must – offer their online content from their own faculty. However, many faculty members have never designed or conducted an online course. Universities need to work with the faculty to make quick decisions, e.g.: Which courses need to be redesigned online? And what content can be transmitted directly and without any significant loss of experience? The faculty needs to redesign the seminars and improve the way they teach online. For example, a two-hour lecture can be more than a continuous monotonous video. You could incorporate various activities into the lecture, for example guided projects or make access to the learning material more playful (gamification). As universities develop their own digital skills, what began as a short-term response to a crisis may well become a permanent digital transformation of higher education.
 

Institutions that lack the necessary prerequisites for online teaching and distance learning face a huge challenge. But it's not just about teachers and the administration. In these schools, students and teachers have little or no access to software (collaboration tools, video conferencing) and hardware (laptops, webcams). They have poor or no Internet connectivity. They have mobile connectivity and Wifi, but are hampered by expensive data costs. The current state of the art makes it easier for universities to act quickly. If the coronavirus crisis had occurred a decade ago, it would have completely crippled these institutions. Today, we have comprehensive broadband access, reliable communication tools, easy-to-use video conferencing, and widespread use of smartphones. Institutions can easily and cost-effectively purchase licenses for students, and teachers can immediately start engaging online. The first step is to make it easier for faculty and students to use the medium – if possible, seek help from peer-to-peer institutions, consultants, and businesses to effectively teach in an online environment.
 

Universities that have successfully experimented with online learning materials are called "emerging adopters." They already have basic communication and collaboration tools, but only a few departments offer programs online. Faculty and lecturers have experienced the benefits and are convinced of the new medium. These institutions must now accelerate their path of digital transformation with institutional intent and a task force dedicated to building an online strategy. Universities should use early adopters among departments, faculty, and staff as mentors and key architects of their strategy. This means providing them with authority, resources and discretion so that they can adopt turnkey solutions. They will also need to accelerate the production of online courses, complemented by widely available open content from other institutions. Given the uncertainty over access to physical labs in the coming months, universities can begin researching virtual labs and "takeaway labs" for courses. And they need to rapidly upgrade the software and hardware infrastructure for learning on and off campus, including alternative plans for students who don't have a reliable connection.
 

Advanced institutions are those that have a robust technical infrastructure, a large catalogue of digital content and a teaching staff who are well versed in online teaching. They usually have dedicated academic innovation centres that advance their digital strategy. For such institutions, the current issue is scaling infrastructure across all programs and using online course materials as digital textbooks developed by their own lecturers or by integrating courses produced by other institutions. However, advanced institutions should accelerate educational innovation to serve different online communities from different socio-economic backgrounds, and increase engagement to create an inclusive learning environment by promoting group discussions, live discussion forums and student presentations. Outside the virtual classroom, community engagement can be enhanced by notes from the crowd, study groups, virtual coffee/happy hour, and live streaming events. Advanced institutions are best placed to use immersive technologies. These universities are in a good position to make a leading contribution to higher education with their expertise and content. 
 

In the past, when higher education institutions were thinking about a digital transformation, it was about achieving better access, global reach, personalized teaching, and rapid improvements in pedagogical practice. Now that schools are considering the possibility that students may not be admitted to campus in a traditional way for long periods of time, risk reduction is becoming an equally important driver of digital transformation, allowing universities to continue to enroll – and mentor – students. Universities building digital skills will have the resilience to deal with any crisis, whether it's an extended Covid-19 outbreak or a future disaster.