EDEN Virtual Annual Conference 2021: “Lessons from a pandemic for the future of education” https://www.eden-online.org/2021_madrid/

2. Back into the Future
Emerging trends in educational innovations in higher education,
before and after the pandemic

3. How was teaching before the
pandemic?

5. The reality of teaching in HE
Main teaching strategies used in business administration programs in 237 European universities
(Leon, 2016)
0 10 20 30 40 50 60 70 80 90 100
Teamwork
Discussiones
Problem solving
Case studies
Lecturing

6. Slow progress
Evolution of teaching strategies in economics programs in US colleges and universities (Asarta,
Chambers & Haarter, 2021)
0
10
20
30
40
50
60
70
80
Lectures Graphs on
blackboards
Powerpoint Overhead
projector
Films Discussions
amongstudents
Discussions
with the
instructor
Clickers Experiments Games and
simulations
Cooperative
learning
2000 2010 2020

8. Yet, innovation is more than a
pedagogical imperative

9. Digitalization, the first driver
Change in teachers and students attitudes in the US after the pandemic (Bay View, 2021)
0% 20% 40% 60% 80% 100%
Online proctoring
OER
Digital materials
Hybridization
Virtual learning
Teachers
Optimistic Same Pessimistic
0% 20% 40% 60% 80% 100%
Online proctoring
OER
Digital materials
Hybridization
Virtual learning
Students
Optimistic Same Pessimistic

10. Skills, the second driver
Most demanded skills in HE graduates by UK companies (The Economist, 2016)
0 10 20 30 40 50 60
Problem solving
Teamwork
Communication
Critical thinking
Creativity
Literacy
Digital skills

11. Is this an A or an F?

12. A third driver lies in the diversification of student academic profiles
Net Access rates to HE in 2005 – 2015 (OECD, 2018)

13. More students, more diverse, less academically engaged
Average weekly study hours of US college students in 1960 and 2016 (Philip S. Babcock and Mindy
S. Marks., 2018)
0
5
10
15
20
25
30
1960 2016
- 50 %

14. Fourth driver: the need to improve HE productivity
Gross HE Access and Graduation Rates (OECD, 2017)

15. The response: globally emerging
trends in innovation

16. 1. A dramatic change: a shift from content to objectives
Percentage of European universities using an objective-centered approach in study programs in 2010 and 2015
(European University Association, 2015)
0 10 20 30 40 50 60 70
Yes, in all courses
Yes, in some courses
No
Don't know
2015 2010

17. Beyond setting objectives: a competency-based approach
Examples in US undergraduate programs (Measuring College Learning, 2016)

18. 2. PBL is gaining ground
Percentage of US undergraduate programs that require PBL (AACU, 2016)
Required for all
students
23%
Required for some
students
50%
Optional for all
students
11%
Offered option for
some students
10%
Not a current option
6%

19. 3. Hybridization, well before the pandemic and even more after
Student preferred teaching methods when face to face instruction resumes after the pandemic (Bay View Analytics, 2021)
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Follow some of my courses totally online
Follow some of my courses in a hybrid format
Use technology in more courses
Use more digital resources and materials
Totally agree Agree Desagree

20. The flipped classroom is a good example of hybridization
With a key success factor: student engagement

21. 4. The consolidation of distance HE for the masses
Percentage of all HE students in distance programs (Red INDICES, 2021)
0%
5%
10%
15%
20%
25%
30%
35%
40%
2010 2011 2012 2013 2014 2015 2016 2017 2018
Argentina Brasil Chile Colombia Cuba Honduras México

22. Online HE sees demand spike
Interanual change in student demand of distance education programs in US higher education
(National Student Clearinghouse Research Center, 2020)
-7
-1,2
-2,7
-3,5
-4,5
1,5
15,7
5,2
15,8
6,7
Undergraduate full-time
Undergraduate part-time
Graduate full-time
Graduate part-time
Total
Fall 2020 Fall 2019

23. But do these innovations work?

24. The paradox: more research is needed
Summary of existing evidence (different sources)
Innovation Evidence on learning gains Cost estimates
Objective vs.
Content
Inexisting, but strong on cultural change Marginal
PBL - Enhances deep learning(ES=0.11) (Dolmans,
Loyens, Marcq & Gijbels, 2016)
- Superior when it comes to long-term retention,
skill development and satisfaction of students and
teachers (Strobel & van Barneveld, 2009)
3 times traditional
Hybridization Superior if used for PBL (ES= 0.5), better student
engagement (Fukuzawa & Boyd, 2016)
2 times traditional
Distance
education
No significant difference (phenomenon) but
interaction is critical for retention and gains (Zhao
et al., 2016)
3-5 times traditional, depending on
degree of interaction

25. Preach what you pray
A cultural change is pending

26. Many thanks
www.iesalc.unesco.org