What’s it like going to University after the COVID-19 pandemic?

Considering your options in a world post the peak of the COVID-19 pandemic creates a whole new area of uncertainty. As we’ve moved away from lockdowns and social distancing, at the University of Nottingham we’re proud to have reviewed our educational delivery and learnt to embrace opportunities that we’ve developed for today. That’s why we thought we’d cover off the unexpected silver lining that COVID bought to our style of teaching…

The rapid shift to digital teaching and learning during the pandemic provided a lot of opportunity for innovation and creativity. This isn’t to underplay experiences of disruption and hardship, but it has brought about positive change. Significant progress has been made in several priority areas by universities through embracing a digital-led approach. 

Blended Learning 

Blended learning describes a range of delivery models that use both online and in-person engagement. Blended learning is where much of the sector is now looking, aiming to return timetabled in-person components – such as tutorials or laboratory practicals – with complementary online elements for students to engage with in their own time. 

What are the benefits of blended learning? 

Blended learning helps students to feel part of a campus community, build connections with peers, and access the informal experiences that enhance their formal learning, while also benefitting from having some of their teaching delivered in a way that can be accessed at a time and place of their choosing. It can also help universities to improve efficiencies while maximising quality, thinking more carefully about course design and structure. 

Work is being done to consider how blended learning can be used in different subject areas, where in-person elements are most needed, and what is more suited to digital formats. For some institutions, the move of traditional in-person lectures – where the focus is more instruction than interaction – to online lectures is being considered to free up timetables for more in-person tutorials. For others, they are considering a mix of online and in-person lectures, alternating, to suit different learner preferences, or alternatively considering some wholly online modules and some wholly onsite modules for students to choose between. Different approaches will be appropriate for different subjects. 

Hybrid learning 

Hybrid learning, where programmes are designed to be delivered simultaneously in-person and online, is also being considered by universities. This approach allows students to engage even more flexibly. For example, a lecture can be attended in person or viewed via a live stream. A student can decide on the day which option will work best for them without missing out on attending at the same time as their peers. 

Re-thinking teaching and learning

University communities are re-thinking what is meant by terms such as ‘lecture’, ‘teaching’, and ‘assessment’. It’s challenging established thinking that has become dominant sometimes only through habit. Assessment does not have to happen in an exam hall and a lecture doesn’t need to be restricted to a one-hour one-way presentation. 

Institutions are entering into conversations with students to understand their expectations and to work through the different ways in which learning outcomes can be connected to course content and assessment. This aims at ensuring standards are upheld while allowing the natural break created by the pandemic to ask more fundamental questions about teaching and learning. 

Digital student services 

Many institutions will continue to offer student services online because of the benefits they have seen. This includes:

• Expanding digital internships with students accessing work placements remotely to fit around their studies. 
• Online careers fairs increasing the range of employers students can meet with. 
• Virtual open days to cut the expense faced by prospective students to visit campuses and make them more accessible. 

Universities are also building on the increased engagement with students who, before the pandemic, would historically be less engaged in university life, to understand what services or support could help them and similar students as the sector moves to more blended and in-person provision. 

Staying connected 

Many students and staff have missed the connection of meeting with their peers in person and universities are looking for ways to re-integrate a sense of connection while still building on the many positives digital has to offer. This includes: 

• Keeping online pre-arrival activities, to help students connect with the people on their course or the people they will be living with. 
• Online induction week activities will also continue, to support students who may not be able to attend every session on campus at the timetabled hour. 
• Online forums and course networks, so students can talk through issues and challenges with peers during study leave and reading weeks, and outside of class.

Strategy

Universities are now building these considerations into long-term strategic plans and leadership-level discussions. This was highlighted by the Office for Students ‘Gravity Assist’ review of digital teaching and learning, as centrally important to the success of any digital transformation.

This includes:

• Ensuring there is sufficient and redirected funding to invest in digital infrastructure and spaces where it can be accessed. 
• Making sure staff and students are confident in their digital literacy and continue to be upskilled as digital technology advances. 
• Curriculum design, assessment methods, quality assurance, and portfolio reviews consider the potential in digital capabilities to enhance the offer to students.

Digital learning is a key principle in the University of Brighton’s refreshed Curriculum Design Framework. Informed by insights gained through our response to Covid-19, our future approach to digital learning will place a particular focus on inclusivity, support for student transitions, wellbeing, and the embedding of professional, practice-based learning opportunities in curricula, facilitating the development of essential technical and social online skills. 

Redesigning spaces

Digital and blended models provide opportunities for universities to consider their built environment and how they are using their campuses. Moving some teaching and learning online opens up spaces to be used in different and more flexible ways. It can allow more inclusive spaces and means educators can think about how to include small group conversations and demonstrations into their teaching alongside a whole-group presentation or discussion. 

Lessons from the pandemic on what students have missed, including the informal before- and after-class conversations with peers to cement their learning, have also made institutions think about redesigning their buildings to include more open study and meeting space. 

Universities are also considering how this benefits staff. Flexible working options for professional services and academic staff will enable office spaces to be redesigned to better suit working requirements.