Flattening the Multimodal Learning Curve: A Faculty Playbook is an Economist Intelligence Unit (EIU) report, sponsored by Microsoft Higher Education, that aims to equip faculty with effective strategies, methods and tools to deliver high-quality, engaging and valuable learning experiences in any modality or setting – remote, hybrid (a mixture of online and offline classes) or in-person. In doing so, this report will share best practices to design, facilitate, assess and improve teaching approaches to continually enhance student engagement, performance, learning outcomes, and value at each and every education touchpoint.
Leveraging compelling insights from faculty and student surveys, expert interviews and desk research, this report will serve as a playbook, offering actionable solutions to key challenges outlined in the EIU report Bridging the Digital Divide to Engage Students in Higher Education. Specifically, this report will help faculty members to navigate the critical barriers to equity and access, digital divides, skill gaps, and socioeconomic disparities facing higher education institutions, professors and students, across and within different countries (the US, the UK, Australia and Germany), university sizes (small, medium and large), and subjects (business and management, liberal arts and humanities, STEM, and professional studies). It will provide key takeaways from pedagogical thought leaders specialising in remote and hybrid learning, student engagement, design thinking, education technology, and change management. We would like to thank the following experts for their insights:
• Rebecca Frost Davis, Associate Vice President for Digital Learning, St. Edward’s University
• Kassie Freeman, founding president and CEO, African Diaspora Consortium
• Douglas Harris, Professor and Department Chair of Economics, Tulane University
• John Hattie, Professor and Director, Melbourne Education Research Institute (MERI), Melbourne Graduate School of Education
• Michael Horn, author and Co-founder, Clayton Christensen Institute for Disruptive Innovation
• Dr David Conrad Kellermann, Senior Lecturer, School of Mechanical and Manufacturing Engineering, University of New South Wales (UNSW)
• Michaela Martin, Programme Lead, Higher Education Policy, Governance and Management, UNESCO International Institute for Educational Planning
• Christopher C. Morphew, Dean, Johns Hopkins School of Education
• Sara Goldrick-Rab, President and Founder, Hope Center for College, Community, and Justice
• Dr. Stella L. Smith, Associate Director, Minority Achievement, Creativity and High-Ability (MACH III) Center, Prairie View A&M University
• Dr. Elizabeth J. Stroble, Chancellor, Webster University
The key takeaways include:
1. One year on from the covid-19 outbreak, faculty members are moving away from embracing remote and hybrid learning as a “pandemic experiment” to the new operating model for higher education.
2. As a result, faculty members are rethinking their teaching methods, standards, tools, skills and environments in order to deliver high-quality, valuable and engaging learning experiences in any modality or setting: remote, in-person or hybrid.
3. To truly augment student engagement and learning outcomes, faculty would benefit from adopting flexible, interactive methods and technologies.
- Nearly one-third (30%) of students said flexible learning and interactive methods are the most effective way to boost their engagement.
- Integrating simulations, games and next generation technologies like VR and AR can enable faculty to transform learning experiences.
4. In-person learning will still be integral to the future of higher education in 2021 and beyond.
- 75% of students agree that technology and digital tools will not be a replacement for actual teachers and professors.
- A shared sentiment among the experts interviewed was that in-person learning is intrinsic to cultivating higher-level cognitive skills such as critical thinking, problem solving, and decision making.
5. In order to thrive in the postpandemic higher education paradigm, faculty members are encouraged to continually adapt and transform.
- Students insist that their needs be put first, putting pressure on educators to deliver and on institutions to demonstrate greater value.