Lessons from the COVID-19 Pandemic
Turner Publishes Research Report Titled “The Future of Blended Education Has Begun”
Turner conducted a survey of more than 1,500 students, faculty, and staff members at six higher education institutions. The study addressed the question on everyone’s mind in education: What can we learn from the COVID-19 pandemic? How do students and faculty at colleges and universities feel about online education? What steps have institutions taken to adapt and organize their operations? The future of education is “blended”—that much is certain. But what exactly will that look like?
A 100% digital approach doesn't work for students
It comes as no surprise that online education isn’t ideal, but it certainly has its advantages as well. Students view online lectures and the flexibility and autonomy in learning as positives. The interactive teaching methods are less popular, and studying 100% from home isn’t easy. The online version of “traditional” exams is simply a major source of stress.
A 100% digital approach doesn't work for teachers either
Teachers also have mixed feelings: most of them see the benefits of online education and mention many tools they would like to continue using in the future. However, for now, it results in a significantly higher workload. And they are concerned about the quality of education and the well-being of their students.
The future is blended
100% online doesn’t work, but if you ask students and teachers, they want to keep online learning as part of the education mix in the future. In other words, “blended” learning. But we also see significant differences in preferences. So how do you find the right balance?
The teacher makes all the difference
But not for everyone. There are significant differences among students—regardless of academic year, level of study, or field of study. It simply comes down to personal preference. Still, we see a significant correlation: students who felt heard and seen by their instructor have a positive opinion of online education. So the instructor really does make a difference. This has been proven.
Well-being is under pressure
Although a wide range of activities have been organized by central administrative bodies and by faculty members themselves, there is certainly cause for concern. Two-thirds of students have less contact with their professors, and even more students have less contact with one another. Students say they miss collaborating with others and the campus atmosphere the most.
The Ideal Mix
We now know that the ideal mix looks different for everyone. In the report, we offer recommendations on how institutions can put this into practice. How do you organize a “blended” approach? What do you leave up to the teacher, and what don’t you? What can you do to improve well-being and foster connections in a blended future? And what role will the campus still play? And where on earth do you even start?
About the Study
Six institutions of higher education felt the need to take stock together after a turbulent period. Three universities of applied sciences (Breda University of Applied Sciences, HAS, NHL Stenden) and three research universities (Radboud University, TU Delft, Vrije Universiteit) collaborated with Turner on a study to collectively draw lessons from the COVID-19 pandemic. We did this based on documents, online surveys that the universities and universities of applied sciences had already distributed to students and staff, and online surveys that we developed together. The central question: What can we learn about learning from the COVID-19 pandemic?
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