During the past eighteen months, we’ve kind of got used to online learning. And whether we’ve loved the ability to wake up and switch on in the comfort of our own homes or missed the face-to-face interaction that comes with in-person learning, it’s been a handy tool during a time where we’ve been limited in how much we can mix socially and keep the people we care about safe.
And as primary and secondary schools all over England have headed back into the classroom this month, many universities have been a little more cautious when it comes to creating a learning programme for 2021. With Covid-19 restrictions largely lifted and life making a slow return to normal, the majority of teaching in universities is expected to be in-person- but larger group teaching sessions such as lectures are still likely to be online in many institutions, according to Nicola Dandridge, chief executive of the higher education regulator the Office for Students.
With record numbers of students headed back to university this term, it’s a big issue for the UK education system. In a survey of 47 English universities, just 13 said that they would be offering entirely face-to-face tuition. The others are taking varying degrees of a blended learning approach, with 19 offering further resources online to support students in their return to campus. And whilst it’s important for learning provision to stay agile in a period where there’s still the threat of further social distancing and lockdown measures making a return this winter, many students are worried about the impact that extended periods of online learning will have on their education and degree results.
It’s still a divisive issue. There are many students in England who have missed in-person learning, with the majority of both students and education professionals agreeing that there are a number of major benefits to taking an in-person approach to learning at all levels of the curriculum. Not only do students get a more holistic educational experience, they also have the opportunities to collaborate and form bons with their coursemates that they wouldn’t otherwise have been able to foster. Students with special educational needs can also be supported more extensively in-person, and many of them can advantage of a range of dedicated professionals whose role it is to support them in their learning and development.
But many students also appreciate the freedom that the advent of widespread online learning has offered them: students who prefer to learn individually have been able to work alone in the comfort of their own homes, and students with social anxiety have been able to work without the stress of crowded campuses and commutes. Students who have limited mobility have been able to learn in home spaces that are often comfortable and accessible than traditional lecture halls, and those who face long and expensive commutes to campus have been able to learn without incurring repeated and unnecessary travel costs. And there is also the ongoing threat of Covid-19 to consider: although many restrictions have been lifted in England, cases are still gradually rising, and this could make many students nervous about the large-scale mixing that happens on campus.
Online learning isn’t that new at postgraduate level, with MRes and PhD students quite often having session and tutor meetings virtually due to the nature of their study and the small (if any) amount of lectures necessary to complete the course. But undergraduates have historically been taught in-person in the UK, and the switch is causing some waves in the student community. A quick look at social media before the start of term reveals a huge number of accounts calling for course fees to be reduced if some or all learning is to take place online again, and many calling for clarity on whether the switch to a partially online model is a cost-cutting opportunity as opposed to a move motivated to keep students safe.
Speaking to the BBC this morning, Nicola Dandridge commented that there are “elements of online provision where it suits students and where it works, in terms of quality of teaching”, but what the Office for Students is looking for is “quality provision whether it’s face to face or online.”
“Critically, universities will be taking into consideration the views of students – what do they want, what is their feedback? And then that [will be] factored into course provision over the course of the next year.”
It's a hot topic, and one that we're likely to see more debate around as the start of term inches nearer for students all over the world: is virtual learning here to stay? Will universities develop a model where those who prefer to learn virtually are given the option to whilst teaching the majority of students in-person? Will results indicate a clear need to return to in-person teaching regardless - or will the winter spread of Covid-19 necessitate another shift online, as campuses go quiet once more and students make an early return home for the holidays? There are a number of variables, and at this point in the year, there's still very little certainty.
It's still a strange time to be in education. Last year was new and disjointed, and this year looks to still be a little shaky when it comes to knowing what choices are going to be made and what's going to happen. Learners from the ages of three to a hundred and three need support and understanding more than ever.
Although we don't know what the new term will bring, it's a great idea for students to pay attention to their mental health, as well as their learning - so it's important to reach out if you're struggling. There's help and support available at Student Minds, if you or somebody in your life is experiencing any negative emotions at the thought of the year ahead.