Digital Education in Higher Education in 2024

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At the time of writing we are just over 4 years from the initial lockdown (in the UK) of the covid-19 pandemic, a significant period in world history, that will have ramifications for decades to come.

For anyone that was a teacher or learner during this period, they will no doubt reflect upon this experience as one that required a rapid adoption of new technology and approaches, and that involved challenges, confusion, frustration, breakthroughs and new learning about what is achievable through Digital Education.

However, taking stock of where we are now requires a recognition that much of the optimism of a sunny upland where we might ‘embrace the opportunities for change and innovation that this dramatic event has afforded us.’ (Wieland & Kollias, 2020), has not necessarily been fulfilled.

During some recent teaching workshops with HE lecturers, an informal poll identified that approximately 90% of those in attendance were teaching ‘mainly face to face’, having returned to the in person delivery model of the pre covid times.

I believe this is a significant missed opportunity, as a recent student digital experience report by JISC (2023) identified that there is an appetite for a Blended approach that combines some in-class and some online learning within programmes. Specifically of the 27,000 UK students across 40 universities that responded to the survey:

· 56% preferred to be taught mainly on campus

· 36% preferred a mix of on campus and online

· 11% preferred mainly online

All is not lost though, and as we continue to progress into a more and more digital world, the expectation and acceptance of digital approaches to all aspects of our lives means that we can still harness the benefits of digital education approaches.

In order to achieve this, we may be fortunate enough to be in an institution with a digital focused evangelist in a position of influence, and so resources (including money) and attention maybe directed to this goal in a top down way. However, for many this might not be the case and so a bottom up approach should be adopted, that seeks to embrace some key principles:

· Communication

We need to speak to all stakeholders in the process, learners, colleagues, line managers, leaders in our institutions. Tell the what we are doing, most importantly why we are doing it and provide commentary on our successes and learning.

· Experimentation

There needs to be an acceptance and recognition that we will fail and things will go wrong. If we have engaged with the literature so that our digital education practice is evidence informed and we have communicated our intentions to stakeholders, then this can create an environment where experimentation is accepted and even expected due to the rewards it can provide.

· Iteration

Capitalising on the feedback and learning generated from the experimental practice that we deploy is a vital part of the process. Amending and tweaking material, sessions, resources and approaches, along with the balance of in person and online session provision, is required to optimise the blended approach. This iterative process is central to all teaching (traditional and online) and speaks to the fundamental principle that good digital education is build of solid pedagogical principles, regardless of the technology and digital approach adopted.


References:

JISC (2023) Student digital experience insight survey 2022/23. Available at: https://digitalinsights.jisc.ac.uk/reports-and-briefings/our-reports/2022-23-uk-higher-education-students-digital-experience-insights-survey-findings/

Wieland, N. and Kollias, L. (2020) Online Learning Before, During and After COVID-19: Observations Over 20 Year. Available at : HERE

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