The rise of online learning is a chance to remold universities
We need to rethink the way we learn
Challenges and benefits
Students are not a homogeneous group and online learning is not the same for everyone.
Our research shows that, even in so-called normal times, students face multiple challenges, such as access to technology and online resources, financial hardship, family responsibilities and challenging study environments. The pandemic has exacerbated these challenges.
Among the challenges, however, there were some benefits. More than half the students acknowledged not having to travel and having the flexibility to learn at their own pace and place was positive.
They also appreciated “being able to access learning materials at any time and the ability to pause and continue” at their own pace. Students also reported they were able to “balance the children, household and study much more effectively”.
Support and communication key
Though many students felt less motivated and less focused, they became more used to online learning. They discovered they could leverage the good aspects of remote learning when they had the right support or knew where to get help, such as financial assistance, extensions, and disability support.
Some students found online learning took them a lot longer to process and engage with.
However, most students also said regular updates and clear communication were key to helping them learn online by reducing the sense of isolation and distance.
Open-book versus closed-book
Our study also highlighted the need to rethink university assessment practices.
In the face of ongoing demands of family, work, and lockdown life, many students found it challenging to sit an exam at a specified time.
They preferred time-based assessments (in which students complete an open-book exam or another type of assessment task within a specified time frame), rather than online exams at a fixed time.
One respondent questioned whether universities were “assessing students in a way that’s actually effective and beneficial for their learning”.
Asked what they would like to see continued in future course design and teaching, a majority preferred open-book exams “that assess the application of knowledge as opposed to a stressful closed-book memory test”.
Such an approach might also help minimize problems with cheating andacademic integrityin the online environment.
What do students say we should do?
Fundamentally, we need to get to know and consult with the students we work with and understand their needs and circumstances. We need to provide choice and negotiate learning possibilities, including such things as:
Better design, better learning
As pandemic conditions become the new normal, educators need to move beyond Zoom, Teams, and video lectures to create inclusive learning environments. Using theUniversal Design for Learningframework would be a good place to start.
Equity and diversity should be front of mind when we transition to blended, flexible, or online modes of study. As one of our respondents aptly put it, we must
Above all, we must listen more closely to those whose lives and learning are most affected by these changes — students.
You can read thefull SOLE report here.
Article byDilani Gedera, Teaching and Learning Manager,Auckland University of Technology;Ashwini Datt, Curriculum Development Manager,University of Auckland;Cheryl Brown, Associate Professor of e-Learning,University of Canterbury;Dianne Forbes, Senior Lecturer in Digital Learning,University of Waikato, andMaggie Hartnett, Senior Lecturer in Education,Massey University
This article is republished fromThe Conversationunder a Creative Commons license. Read theoriginal article.
Story byThe Conversation
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