Research is now showing what works — and what doesn’t — for students forced online by the pandemic. Better course design should be the next step.
Digital technology and COVID-19 have transformed the ways universities are delivering courses. But some are taking a minimalist low-cost approach, while others are aiming higher.
Why might maths students’ performance suffer from relying on videos? A new study suggests we might be conditioned to watch video in a way that hinders the sort of thinking needed in maths.
Some students may wonder why they bothered returning to campus. Others are struggling online. But lecturers who do engage students think deeply about how they do it, using all available tools.
About two-thirds of Australian universities won’t be offering on-campus lectures in 2021. But that’s not all the pandemic’s fault – it simply accelerated a shift away from the traditional format.
Students prefer videos that are simply produced, convenient to watch and with a narrative that’s delivered in an informal conversational way.
A learner’s digital education experience can be very different from the seamless user-friendly world of the social internet. Replicating the old classes online isn’t good enough. A rethink is needed.
Online learning can create problems for students, particularly those with disabilities, unless platforms and content are designed with accessibility and inclusion in mind.
Steps higher education institutions can take to ensure that teaching and learning continues during the COVID-19 pandemic.
The University of Adelaide is planning to completely phase out lectures. Is this change good for learning?