Most university students want a mix of online and face-to-face learning

University teaching is in transition away from the traditional lecture.

More than a year ago, many of us were forced into a working-from-home experiment on a scale few could have predicted. We subsequently learned that for some, home could be great for quiet, focused work, and that online technologies allowed us to meet effectively, so we stayed productive with the benefit of avoiding long daily commutes.

But there were downsides too – in particular, we longed for the impromptu social interactions of the office; and collaborative, creative work was hard to do well online. Some of us felt isolated, some of us felt we couldn’t switch off.

We are now in a transition period, pleased to be largely returning to engaging with our colleagues in the office, but also recognising the great flexibility that some periods of working from home brings.

It’s much the same with university teaching, which is also in transition. Decades of research has shown us that distance learning (whether via post or online) can be highly effective and of high quality. It is the design of the learning that makes the greatest difference, whether face-to-face or online. The use of technologies, such as online, has greatly expanded the range of interactive and immersive learning experiences available, and improved the quality of learning outcomes.

For some time students at universities around the globe have voted with their feet, preferring to watch recordings of lectures rather than attending in person. But having accessed this information, the great value for learning lies in what the student does to make sense of that information.

At University of Technology Sydney, we have invested heavily in contemporary collaborative learning spaces so students can come on to campus to work in teams on authentic projects that not only deepen their subject matter knowledge but also embed development of skills such as working in teams, oral and written communication skills, deep problem solving and critical thinking.

Learning is both a private and a social activity. And it happens in a carefully prepared online and on-campus design.

At UTS this semester, 38 per cent of subjects were fully online, 26 per cent were fully on-campus and 35 per cent were a mix of the two, with activities programmed to be on campus some weeks and online on others.

Next semester, starting in August, there will be increased on-campus teaching such that it will become the majority – about 70 per cent.

But, where flexible online options have been successful for particular cohorts and are supported by student satisfaction, we will extend our high-quality, interactive online learning as part of the new normal for UTS education.

Of course, university is not just about what goes on in the classroom. At UTS, our campus is fully open, and very much alive. In fact it was one of the joys of my career to see students return en masse to campus after such a long absence.

Our library is open – to students and the public – and our on-campus informal study spaces are well utilised. Students can access an incredible array of student services, as well as career and academic development sessions, and the myriad clubs and social groups – from table tennis to the Catholic Society – which have regular activities on campus.

My message to any student feeling isolated at home is “come on in”. Come in to campus to eat, socialise, study, engage in group work, see your teachers, join a club, do some exercise. It’s all here if you come in and seize it. People, understandably, ask why some large classes (and graduations) are still online when football stadiums are open. Most of our students were very clear that they required certainty about their timetable months in advance to balance their other responsibilities, whether that be a job or raising a family.

If another Covid outbreak were to occur in Sydney, as it did on the northern beaches in December, then indoor large-group teaching would be the first thing cancelled. Football matches can be cancelled at a moment’s notice, but students told us they want greater certainty than that.

It is a furphy that universities want to teach online to save money; creating online options for curriculum delivery doesn’t save money. Redesigning curriculum with a technology focus requires investment of time and resources. And this is an ongoing priority for UTS – making sure that our online offering is of the highest quality.

What do our students tell us they want? Similar to the working-from-home analogy, some want university to be fully face-to-face, some want it fully online, but the majority want a mix of the two.

While equity access to university for those who can’t afford the technology or Wi-Fi is an issue all universities are addressing, we also shouldn’t forget the equity gains that online learning can deliver for those balancing education with jobs and raising families.

Universities have learned a lot from our experiment in online teaching – about what works well online and what is best done on campus.

Listening and responding to all of our students – not just those who want to come back on campus full time – means we’ll look to provide the right blend, that will not just maintain, but increase, the value of their degree.

Shirley Alexander is deputy vice-chancellor (education and students) at the University of Technology Sydney.