Most likely to be retained was the use of video for pre-recorded lectures which were used to deliver the more didactic aspects of teaching, in line with the flipped learning model. Academics regarded this as an effective way to ensure the time students spend physically with their tutors and peers can be reserved for digging deeper into more complex concepts and subject matter.
The study underlined a pressing need to provide more flexible study options on a longer-term basis to allow students to plan their learning around work, home life, and caring responsibilities beyond the pandemic. As a result, recordings of scheduled lectures used by students for revision (or studying) purposes or to catch up on sessions they may have missed were considered to be an element that should be kept, despite some resistance to videoed lectures pre-pandemic.
Another reported priority for academics was the provision of captioning on recorded content. This was mainly driven by the desire for all video resources to be inclusive and accessible. Students appreciate having access to captions and transcripts, for example when courses include complex technical language, and they are particularly helpful for those with special educational needs or English as an additional language.
A fresh approach to higher education
A staggering 44% (4) of all 18-year-olds applied to enter higher education in January 2022 according to the latest figures from the UCAS universities admissions service – that’s the highest number of school-leavers ever recorded.
The recent study (3) seems to suggest there is little appetite amongst academics for a return to the conventional didactic lecture and a clear desire to move to a more blended learning model. It seems that the experience of teaching through lockdown could therefore have a significant and lasting impact on higher education in 2022 and beyond.
References
(1) Schneckenberg, D. (2009). Understanding the real barriers to technology-enhanced innovation in higher education. Educational Research, 51(4), 411–424. https://doi.org/10.1080/00131880903354741
(2) Maguire, D., Dale, L., & Pauli, M. (2020). Learning and teaching reimagined: A new dawn for higher education? Jisc. https://repository.jisc.ac.uk/8150/1/learning-and-teaching-reimagined-a-new-dawn-for-higher-education.pdf
(3) Robson, L. Gardner, B. and Dommett, E.J. (2022). The post-pandemic lecture: views from academic staff across the UK. Education Sciences, 12(2). 123. https://doi.org/10.3390/educsci12020123
(4) Adams, R. (2022, February 16) Rise in university applications from UK 18-year-olds, figures show. The Guardian. https://www.theguardian.com/education/2022/feb/17/rise-in-university-applications-from-uk-18-year-olds-figures-show
