EDTECH: Do you feel this shift to sudden remote learning has changed the attitude toward remote, online and blended learning?
O'BRIEN: Absolutely. Since I was working in instructional technology 15 years ago, the biggest challenge has always been urging faculty to have open minds and actively explore how technology could enhance teaching and learning. In spring, there was no other choice for most faculty. That means that a large proportion of faculty now have that biggest of hurdles behind them, and that is something to build on when the dust settles.
A recent report sponsored by Quality Matters and Eduventures looked at spring and concluded that the majority of faculty forced to teach remotely nonetheless appear to have more positive than negative attitudes about online learning. Another study of faculty during the COVID-19 crisis, this one by Tyton Partners and Digital Promise, came to similar conclusions. Comparing their pre- and post-COVID perceptions, nearly half reported an improved perception and only 17 percent said it became more negative.
I’m particularly encouraged that there seems to be a broad understanding that the pivot in the spring was not “online teaching” but was actually emergency remote teaching.
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EDTECH: How do you think schools can best ensure students have access to the resources and technologies they need to succeed in the current climate?
O'BRIEN: We first need to recognize that our most vulnerable students are disproportionately impacted by the pandemic. For example, lower-income students are 55 percent more likely to delay graduation than higher-income students, and the expected GPA gap between these groups of students was doubled by the COVID-19 crisis.
In addition, many of our most vulnerable students also lack access to broadband and the devices needed to thrive in an online environment. The entire EDUCAUSE community has worked to share best practices for addressing these needs, going back as far as May, when colleges and universities shared with us the various strategies used. In another poll, 74 percent of respondents said they planned to provide loaner laptops or tablets and offer virtual troubleshooting assistance to students. Other strategies included expanding Wi-Fi hotspots, sharing options for low-cost services and making financial assistance available for technology needs. There’s an intense need for technology infrastructure deployment to help campuses address advising, health and wellness, and for expanding advising’s reach.