New Learning’s Updates
After the COVID-19 Crisis: Why Higher Education May (and Perhaps Should) Never be the Same
Kalantzis, Mary and Bill Cope. 2020a. "After the COVID-19 Crisis: Why Higher Education May (and Perhaps Should) Never Be the Same." ACCESS: Contemporary Issues in Education 40(1):51-55. doi: https://doi.org/10.46786/ac20.9496
Traditional residential universities have dragged their feet making the move to online teaching and learning. Commuter colleges, too, have kept lecture theaters, classrooms and textbooks as core tools of their trade. The core business of traditional teaching and its auxiliary place-bound services have put a brake on the innovation needed to build innovative and engaging online learning infrastructures and approaches.
Suddenly, with this COVID-19 crisis, everyone must be online. Few universities or colleges are prepared for such a rapid shift.
Meanwhile, the conventional wisdom remains, the gold-standard for learning is traditional face-to-face, while online is second-best. Often reluctantly and in a piecemeal fashion, many colleges have tried to migrate their traditional practices online. They have made awkward attempts to replicate the traditional classroom with video lectures, e-textbooks, online tests, and learning management systems that look like old-fashioned syllabi. The result is often a step back into all that was wrong with didactic modes of teaching.
But perhaps, even without COVID-19, higher education might have been on the verge of a deep structural crisis. One dimension of the looming crisis has been ballooning student debt. The fancy lecture theatres and the manicured lawns are ridiculously expensive. The students have been asked to pay more and more, and increasingly they can’t.
Another crisis is what we call “attentional.” Sitting in classes and listening to lectures is an absurdly sub-optimal cognitive load for today’s students who on their personal devices have become habituated to designing their own information feeds then skipping through their messages.
So, even if we didn’t expect to have to move online as precipitously as we have since COVID-19, at the very least, in-person learning was ripe for radical transformation.
At the University of Illinois, we’ve been researching this transformation, and developing and testing online learning solutions. As senior professors in a historically residential university, already we only teach online.
Here are five reasons why, and why we would never choose to teach in-person again.
Simply put, online can be completely different, and with the right tools, potentially much superior to in-person teaching. These are also the very reasons we must discard the back-to-the-future learning management systems. To reap the benefits of online learning, we need to abandon the current generation educational technologies—systems and processes that mostly do little more than reverse-engineer traditional classrooms.
1. Scale Up Higher Education and Scale Down Its Costs
In-person education does not scale. To achieve universal college education—and this surely, is what we need for all citizens to face their personal as well as collective futures—we need to reduce the costs of teaching and learning.
It’s not just a matter of reducing the need for expensive physical plant. It is also a matter of making it possible for all workers and all those with domestic caring responsibilities to access higher education without having to leave their communities and homes.
This can only be achieved with online education as a thoroughly renovated version of distance learning. Today, to those taking online courses we only offer a small discount. To achieve access for all, the sticker prices for online learning can and must be vastly reduced.
Unless of course, post-secondary education becomes a publicly supported right in the same way as K-12 education. But even in that scenario, it would have to become cheaper for government and its taxpayers.
2. Develop Pedagogies of Social Knowledge and Collaborative Intelligence
It’s the human interaction that makes in-person learning so valuable, say its supporters. Yet in the lecture theater, all the students have to sit silently while the instructor speaks. In the classroom discussion, only one person can speak at a time. In these respects, the lecture theater and the classroom are hardly social, except when it comes to communicating pathogens. Not only are these suboptimal forms of communication in the era of social media. Paradoxically, their communications architectures are systems of social isolation.
Here is the difference with online learning: the educator might create videos, not like the lectures of old, but in short and digestible chunks. These are not simply to “tell,” but always prompt discussion and elicit contributions from students in the feed below the video. (The lecture of the truly “flipped classroom” certainly should not be a recording of old-style in-person lectures.) The student can stop and start, review or skip, slow down or double the speed. Learning analytics will credit students for their engagement.
Then classroom discussions: instead of one person speaking at a time, everyone can comment in a social media-like feed, at the same time or at their convenience. These discussions can be synchronous or asynchronous. Engagement does not have to be locked into the four walls of the classroom and the cells of the timetable.
Here, students earn none of the conventional rewards for arrogance, nor are they penalized by social inhibitions or reticence—dynamics that create imbalances of participation in traditional classrooms. Indeed, everyone can be required to respond, and to measurably equivalent degrees. Learning analytics can track every learner’s engagement. This is simply a far superior communication and pedagogical architecture.
3. Create Pedagogies of Intense Engagement
In the traditional model, learners are positioned as knowledge consumers—of lecture or textbook content, for instance—eventually demonstrating their absorption of acquired knowledge in end-of-course, summative assessments.
Lecture and textbooks may have been a matter of logistical necessity in heritage educational architectures. Rather than just put these online in recorded lectures and e-textbooks, e-learning ecologies open new possibilities.
In online learning architectures it is possible to position learners as knowledge producers and co-contributors to knowledge communities. One way to do this is to have students research and make posts into the class activity stream that exemplify themes prompted by instructors. Another is to create peer-reviewed projects, where interim feedback in the knowledge production process comes from multiple perspectives: peer, instructor and machine feedback. Then projects can be published and shared by the instructor to the community as collective knowledge.
The role of the instructor is to design e-learning ecologies, leveraging the social-collaborative complexity enabled by social knowledge technologies. (We use the phrase “social knowledge” because the mainstream social media are completely inappropriate for learning, given the size of their communicative chunks and way their algorithms prioritize posts.)
Embedded, on-the-fly formative assessments can track community engagement and personal progress. An example: in one of our recent 8-week courses with 54 students, using our CGScholar platform there were 14,500 pieces of actionable feedback on 3.3m datapoints, giving students and instructors a far richer and more reliable picture of learning than ever possible with a traditional test.
4. Focus on Higher Order Thinking
Traditional instruction and assessment measures long-term memory of fact and the correct application of procedure. (Definition of long-term: until the day of the test.)
Today, the devices that we keep close to our bodies serve us as cognitive prostheses. They remember things for us. We can look up far more knowledge than we could ever remember. Our apps execute procedures for us.
So, the foundational objectives of education change. Learning is about careful navigation of at-hand knowledge resources. It is about appropriate application of machine-supported procedures. More important than long-memory is higher order thinking, including critical, creative and design thinking.
The core capacities required by graduates are changing rapidly. These reduce the importance of long-term domain memory. Today’s graduate capabilities include evidence-based reasoning, argumentation in support of verifiable claims, and testable judgement-calls.
Online environments can uniquely achieve this, by leveraging collaborative knowledge processes. Instead of individual minds, the social mind is acknowledged in the provenance of knowledge and the collaborative contributions of peers in the learning process.
Artificial intelligence can track and offer suggestions on the basis of what we term “complex epistemic performance”. Machine learning works synergistically with human learning.
5. Lifelong and Lifewide Learning
University and college education has been for the past several centuries a time of life. It has also required that the student is for a time taken out of life. This institutional form can be traced back to the monastic origins of universities in the early modern west and east.
Online learning, by contrast, can be embedded in the real world. It can be continuous, lasting for as long as life and stretching as wide as social and personal needs. What we love about the students in our online courses is that, by day, they are in the world. They bring knowledge and experience that we instructors could never have imagined, contributing this as partners in our knowledge communities. They can also test, live in real-world contexts, the new things they have learned in our classes.
But now the problem: none of the main commercial or open source learning management systems can do what we have just promised. The potential is there, but all rely on 1990s teacher-centered, hub-and-spoke, file-upload/download architectures. None are instrumented adequately for social knowledge, collaborative learning, or artificial intelligence. All try ponderously, painfully, to replicate the traditional classroom, perhaps with a few clumsy patches to mimic social networking.
In this time of crisis, we must seize the day. We must imagine a different future for higher education. If we are to adopt a stance of strategic optimism, we may be on the cusp of the biggest change since the invention of the social processes and artifacts of higher education in early modern times.
The danger is that, as people are thrown abruptly into online learning, they will be compelled to use flawed systems with limited training, confirming their worst fears about the quality of the online teaching and learning experience. Focused investment needs to be made in people and technology to renew and revitalize our pedagogical and social values. If nothing else, this crisis should lead to that.
This article has been published here and here, and in interview format here. Please feel free to share and republish. We presented this as a plenary presentation at the virtual e-Learning and Innovative Pedagogies Conference, video here.
- Mary Kalantzis was Dean of the College of Education at the University of Illinois from 2006 to 2016. Bill Cope and Mary Kalantzis co-ordinate the online Learning Design and Leadership Program at Illinois, and offer MOOCs exploring online learning. They are authors of New Learning (Cambridge University Press) and e-Learning Ecologies (Routledge), and have created the CGScholar e-learning platform. More: http://newlearningonline.com
I must say I agree with every word here. Thank you for raising such an important topic of integrating online learning into our everyday life. The problem of people's inner refusal of online learning/teaching is global, despite its numerous advantages. I think future research has to focus on how to make educators and learners believe in the potential of online learning and on professional training of online teachers. Probably, not every good teacher can be a good online teacher. I believe that there must be more attention paid to online teaching methods development and online teachers preparation.
Powerful, powerful statements here but even though today's conservatives fear the liberal higher-ed environment, in fact college and university administrations are among the most conservative leaders anywhere. The first step for many schools is for the current leadership to resign en masse and turn the school over to actual educators. My experience in the post-Covid higher ed world is that many teachers and students have given up and continue merely to draw a salary or obtain a piece of paper labeled degree. I want to think that Covid was the slap not he side of the head that was needed to wake up schools to realize that the 21st century is here! But I haven't seen much of that yet.
COVID-19, a three-year pandemic, has been a turning point in schools and beyond worldwide. Education is no longer within the boundaries but also within our communities. Cope and Kalantzis mentioned crisis leads to the evaluation of practices. There needs to be a more formal plan in place for schools to be better prepared for something like this situation in the future. Although, is the world more prepared for future wars, disasters, and pandemics? Are our educators ready and prepared for future crises? Are educators really preparing students to be active learners who harness collaborative intelligence, and celebrate differences for a better future? To be ready for the challenges ahead of us, we need to rethink how we adjust and observe.
I agree wholeheartedly that it is time for a change in higher education. I hear two things about higher education from the young adults in my circle-that university is too expensive for them. They lament that they would have to be in a lifetime of debt to earn a bachelor's degree that won't even ensure that they will have a decently paying job upon graduation. They also worry that four years of college will be pointless because it doesn't speak to the needs of 21st century young adults. These young people are fully aware that college education used to be quite affordable for what they call the Boomer generation. They weren't saddled with debt and became gainfully employed right out of college.
We simply must work toward college education that helps our young people develop excellent communication and critical thinking skills that transfer into meaningful careers and lifelong learning. The CG Scholar platform has already shown itself to be a place where students can learn so much from each other. It speaks to the 21st century student so much more dynamically than sitting in a lecture hall.
Thank you for this awesome update. Should the following methods be applied then attending online classes would be more engaging and fun filled as compared to attending an on campus face to face lecture where mainly the traditional methodology is being applied. As educators we must be open to change in order to reach our goals.@William Cope,
Interesting article. I agree that now is a good time to rethink higher education, now prodded by necessity. Your argument about cost and student debt is a good one. This could be a way to engage an economy of scale that would bring down the costs and also free professors to engage with students at a completely different level.
If fairness however, many of the bad old days conditions that you cite are not necessarily artifacts of in-person education. Many are just plain naïve and lazy pedagogy, tainted perhaps by the will to control that seems to motivate some (many?) educators in higher education. The lecture amphitheater, with students peering down on Plato, is an apt image, a situation necessitated by giant class sizes, motivated by cost.
So, I think what you are saying is exciting. As an older learning, some of it IS a little hard to imagine. However, I am with you as a participant in this course and look forward to the revelations that await me.
@William Cope, have you seen the list of Codie finalists? CGScholar beats many of them on numerous platform features and functionality!
https://www.siia.net/codie/2020-finalists
I have visited your e-learning platform and it is similar to the e-learning design I have experienced at UOP. I agree that a new swift in the education system is on the horizon and I would love to play a part in that swift using my experience and knowledge. After this COVID-19 pandemic is over, I am hoping to get involve in some type of e-learning program. Keep up the good work and maybe e-learning will be the new normal in the near future.
What a great article! It sums up all the main points we can see COVID 19 is changing in education and at the same time open our eyes to seize the now essential changes we have to do and interiorize. Understand that now we have to be, we are lifelong learners, learning can never stop, we have to get used to the tech stuff and know the changes are fast - we also must be prepared for that, and learn how to be creative, critical and design-thinking.
Thank you, Mary & Bill, it is very interesting to read,
It is very suitable approach due to covid 19 pandemic right now. By online learning, we encourage learner to participate and having an idea for example: create a video for Science experiment, that is very unique personal.