When the pandemic began in March 2020, millions of learners worldwide and their instructors had to pivot to what they initially called \u201cremote learning.\u201d With repeated COVID-19 waves, remote learning soon became a dominant learning mode and was relabeled \u201conline learning.\u201d<\/p>\n
As most of the pandemic restrictions have been removed and we learn to live with COVID-19 as an endemic virus, what happens to higher education?<\/p>\n
When we look at the higher education landscape in mid-2022, five possibilities emerge for the future:<\/p>\n
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Some experts predict that both a growth in fully online programs and blended learning will be the legacy of the pandemic, but the real outcome will more likely be \u201cmix and match.\u201d Others are suggesting new institutions may emerge, which focus their energies on delivering online learning at scale, or that existing online learning universities and colleges will grow. Coursera, for example, is significantly expanding its degree offerings.<\/p>\n
Higher education systems are remarkably complex places to navigate. In the US, for example, the number of different credentials available from universities, colleges, MOOC providers, professional bodies, industry associations and employers is now approaching 1 million, according to Credential Engine<\/a>. When we layer the mode of delivery on top of the credential choice, the system becomes remarkably difficult to navigate.<\/p>\n What makes this more complex is that not all students respond in the same way to the different forms of learning just described.<\/p>\n Initial reaction to \u201cremote learning\u201d was largely negative from both students and instructors<\/a>. Over time, the situation improved. A report produced by Bay View Analytics<\/a> found the following by December 2021:<\/p>\n <\/p>\n <\/p>\n <\/p>\n \n<\/ul>\n But not all students have access to appropriate technology, and both digital equity and other forms of equity and inclusion issues are impacted by the mode of delivery. It is clear that access to and success in higher education is an equity issue and that more active strategies are needed to ensure access and success for all. The more widespread use of learning analytics, especially when used to increase student agency and their ability to seek support, could be part of the response to this challenge.<\/p>\n In Canada, 12% of communities (especially rural and Indigenous communities) do not have access to 50\/10Mbps<\/a> unlimited broadband \u2014 the minimum required for effective online learning. Further, many students cannot afford or do not have access to appropriate technologies \u2014 a computer or appropriate digital device and affordable broadband \u2014 for effective online learning. A US study<\/a> suggests 20% of students fall into this category.<\/p>\n<\/p>\n