The Future of Online Universities

Athabasca University (AU), my alma mater, is in dispute with government. This is not a new dispute, and not one confined to Canada. It is about the nature, and future, of universities. AU wants to be virtual, with staff working online from wherever they are, but the Government of Alberta wants staff to live in the town of Athabasca, where the campus is. AU is an online university, so it makes sense to give the staff, as well as the students, the flexibility to work from wherever they want. On the other hand, the Government is funding the university for the benifit of its citizens, particularly those outside cities, in regional areas. Both sides have reasonable points, and this is a dispute not unique to AU, nor new.

Australia has a similar university to AU, which has also had difficulties with government. The University of New England (UNE), is located in the inland Australian city of Armidale. UNE was a pioneer of distance education, providing some of the model for the UK Open University. UNE made the transition to online learning, and has attempted several innovations to suit this environment. However, UNE keeps running up against federal government regulations designed for conventional campus based institutions, and the norms this sets.

Speculation over the future of AU is not new, and there was press speculation of a merger with a conventional Alberta university back in 2013, when I was a student. There was also speculation about moving to a larger city. I asked my tutor at the time, as any student worries that there will not be a university for them to graduate from. The tutor wisely said that this is a perennial issue and not to worry. But the current dispute, seems more heated, and political.

As Robert Pirsig wrote:

 "...the real university exists not as the physical campus, but as a body of reason within the minds of students and teachers ..."

From Chapter 13, Zen and the Art of Motorcycle Maintenance, Robert M. Pirsig, 2006

My studies at AU were to explore this idea. By 2016 there were millions of graduates from online universities. However, this was still seen as not the mainstream. This was despite decades of research showing online universities produced good graduates, and the techniques for teaching them being refined. In 2020, with the COVID-19 pandemic, all universities suddenly became online universities. Unfortunately, there was not time to train all university academics in how to teach online. Also some academics were unwilling to accept that teaching online was a well developed field they could learn from. 

The Government of Alberta appears to be acting like academics of the pre-Internet age. The backed a university in a small regional town, to help that town, so they want the university to make its staff live in the town. However, university education doesn't work like that any more. The Government can choose to impose that restriction, and cripple the university, or choose to compromise.

There are dangers both for government and university in this dispute. Students will be reluctant to enroll in an institution which might be sent broke by the government which accredits it. Staff may also simply not apply for jobs at AU, if they may be later required to move to Athabasca. The Government of Alberta needs to be seen to be applying a clear policy on regional development, or face allegations of political pork barreling. Perhaps it is time for the parties to reach a compromise: AU will retain a campus and some academic staff, but will be free to have most academic and teaching staff based elsewhere.

With campus closures due to COVID-19 all universities were suddenly forced to face the implications of the Internet. For years it has been possible to run a university, with most students, and staff, not on a campus. What has held up wider use of this model has been the perception that online education, and work, is inferior. Universities have been able to take the lazy option, promoting their education and research via images of the campus, be it ivy covered stone, or mirrored glass. Now that it has been proven the campus is not important, except for marketing, universities are scrambling to formulate new ways of working. Those institutions were built on a model of distance education, such as Athabasca, have an advantage, as they are set up, with trained staff, to prosper in this new world. I suggest the Government of Alberta allow the university to flourish. It is ironic that I selected AU to study the topic of the virtual university, to help Canberra's institutions. 

Derelict Campuses In Virtual Reality

Drop Box

Before getting too excited about virtual reality (VR) for education, read Patrick Hogan's "We took a tour of the abandoned college campuses of Second Life" (13 August 2015). In this he looks at virtual campuses set up with much fanfare and then left abandoned when they were found to not be popular, or useful. These have the feel of the real empty schools in the documentary "Abandoned: St Louis Schools".

These educational institutions tried to emulate a real campus in the virtual world, which I think is missing the point. VR should be used to overcome the limitations in face-to-face education, not reproduce those limitations (and introduce more of its own).

On real campuses, education is becoming virtual. Creating VR representations of obsolete physical campus facilities will just confuse students. As an example, reproducing a library card index (which some VR environments have done) makes no sense, as most students have never seen, let alone used, a real card index.

When I was an on-line student in North America, a couple of years ago, the instructor told my class to submit our assignments in the "drop box".  So I looked on the course web page for a link to the Dropbox file hosting service, but there was none. It turned out the instructor was using the term "drop box" generically and we were using the Moodle assignment module. My confusion was in part because the term "drop box" is not used in Australia, but also because it had been a decade since I had to put a printed-on-paper assignment in a physical box. In a VR environment having a box with a slot in the top would be even more confusing for a student who has never seen such a box.

Are Students Paying Attention in the Virtual Classroom?

In their 2016 dissertation Trabinger asks how we know if students are paying attention in the virtual classroom (VC). When a live lecture is replaced with a video conference or webinar, how do you know if the students are paying attention or are actually "multitasking".

 

The work gives a good overview of the issues with the victualer classroom and is not about some far-away place, but based on research at the Canberra Institute of Technology (CIT). I was a student at CIT around the time of the research but did not attend any classes, virtual or otherwise, with all instruction asynchronous.

Two research questions were asked:

1. How can teachers design content and/or activities to encourage interaction, engagement and attention while participating in a VC? The answer was  ‘planning’ and structuring of sessions. Many of the suggested ways suggested for improving virtual classrooms I suggest are also applicable to face-to-face classes.
2. What training, guides and support do VET teachers and learners require to provide an environment that supports learners in the VC? Professional development in virtual classroom techniques was suggested for teachers. Curiously what was not suggested was for the teacher to first participate as a student in a virtual class (I found this very useful) or to have formal training or qualifications in this area.

One question not asked in the research was if students in a virtual classroom pay any less attention than in a face-to-face classroom (FTFC). The assumption seems to be that VCs are not as good as FTFC. However, with students now equipped with smart-phones and tablet computers there is no way to know just by looking at them if they are paying attention, or not. Even without the added distraction of gadgets: how much do student pay attention in class?

 

Particularly in the VET field it is not clear that simply having students sitting and listening is a useful learning activity. Students should be doing something, not just sitting there.

Reference

Trabinger, K. L. (2016). Encouraging learner interaction, engagement and attention in the virtual classroom (an investigation into the phenomenon of multitasking) (Doctoral dissertation, University of Southern Queensland). URL https://eprints.usq.edu.au/29694/1/Trabinger_2016_whole.pdf