Experts Weigh in on the Future of Education Post-COVID-19

The COVID-19 pandemic has radically changed the educational system, as schools around the world have been conducting lessons and classes completely online. Through this transition, new technologies, collaborations, and methods have been identified that are enriching these online-only environments and leading to an increase in student engagement, retention, and student-teacher collaboration.

According to a recent World Economic Forum article, with the increase in demand for language apps, virtual tutoring, video conferencing, and online learning software, many teachers and professors are utilizing newly enhanced technology. Through this, they are predicting that online education technology developments will be accelerated, and a new hybrid model of education will emerge post-COVID-19.

“Being that I have been teaching online for 21 years, I have found that doing online education right is not really the overall goal here, but its rather giving students the opportunity to talk and express themselves that should really be the main objective,” stated Dr. Cynthia Mary Sistek-Chandler, from National University, USA, and editor of Exploring Online Learning Through Synchronous and Asynchronous Instructional Methods(IGI Global). “If educators do have web conferencing capabilities, this really opens the door to so many options for instructors, like group work, using breakout rooms…screen time should really be balanced with creative, hands-on projects.”

Even before the pandemic, there was a surge in the adoption of education technology with “EdTech investments reaching $18.66 billion in 2019” and due to the COVID-19 pandemic shift, the overall market for online education is projected to reach up to $350 billion by 2025. However, according to a recent USA Today article, “misleading research claims are increasingly common in the world of ed tech [and t]here is little accountability to make sure companies conduct quality research...”

Due to this fact, educators and administrators need to have an in-depth knowledge of educational technology/online teaching methods and understand the future landscape of education before implementing online learning programs and platforms. In response to this need, IGI Global is releasing the Handbook of Research on Modern Educational Technologies, Applications, and Management, which will outline the latest technological developments within these areas to increase student engagement and educational support systems for institution faculty and staff.

What Does the Future of Education and Educational Technologies Hold?

To better understand this transition, IGI Global interviewed leading editors and authors to provide their expert opinions on what the future of online education will look like post-COVID-19.

Concerning the technological aspect of online education, Dr. Cynthia Mary Sistek-Chandler explains that there will be an overall shift in online education resources and teachers will begin to develop a much more interactive way to engage students with the traditional online learning resources. They will focus on developing them and utilizing software that provides an immersive experience and couple this with an in-person method of teaching to create the ultimate blended learning approach to fit the needs of students with various learning styles.

Through this increase of focus on creating engaging and online learning resources. Dr. Lydia Kyei-Blankson, from Illinois State University, USA, co-editor of the Handbook of Research on Creating Meaningful Experiences in Online Courses (IGI Global), explains how there will not only be a shift in student education towards online-only environments but an overall shift in teacher education, as well. 

Historically, a lot of the focus within teacher education has been focused on face-to-face methods and communications but now, due to the “new norm” of online interaction, there will be an increase in fully educating teachers to teach in online-only environments, according to Dr. Kyei-Blankson. Not only will teachers be taught how to create, run, and evaluate online courses, but there will be a higher focus on how teachers can adequately engage with students in online-only environments. She expressed that not only are teachers equipped with teaching students skills and lessons but fostering their students' emotional and psychological growth as well.

Along the same line of fostering students from a holistic viewpoint, Dr. Pam Epler, from Grand Canyon University, USA, and author of Cases on Service Delivery in Special Education, predicts that not only will traditional learning be altered, but the way special education students are taught will change as well. As special education programs engage students with special needs or learning disabilities who thrive in in-classroom settings and from personal attention, teachers are challenged with ensuring their resources are available and accessible to their students. Through this challenge, she expressed that special education programs will most likely alter to a hybrid model and increase the utilization of educational technology. She also expressed how for educators overall it is important to think about the online courses they are developing and ensure that they are fully inclusive and accessible to their students and not to revert back to “one teaching method for all.”

not to revert back to “one teaching method for all.”

What Online Education Resources Will Be Transformed? 

Additionally, Dr. Kieran Chidi Nduagbo, an independent researcher in the United States, and contributing author to theHandbook of Research on Creating Meaningful Experiences in Online Courses, explains in his chapter that there will be an overall increase in:[1]

• Course Management Systems: Backing up the predictions made by the World Economic Forum, there will be an increase in video streaming, online testing, and exam tools on campuses. Looking specifically at university libraries, their resources will shift to accommodate this change.

• MOOCs: There will be an increase in the overall accessibility of MOOCs or free online courses. Through this increase, students worldwide will have access to courses and lectures from prestigious institutions and there will be more of a focus on delivering these resources to those who have not traditionally been able to access them.

• Adaptive Learning Platforms/Technologies: Programs similar to the Khan Academy and Knewton will be fully implemented and reshape the face of education. They will deliver online materials for students based on their learning style, enable teachers to adequately develop, implement, and track curriculum and assignments, and provide a holistic platform for online learning or flipped instruction.

• Improved Teaching Approaches: Specifically, teachers will implement the New Feedback System, a feedback channel that enables teachers to “to assess whichever areas of their instructional approach need improvement to help them become more effective. In the future, with the use of this new feedback system, teachers or instructors will receive comprehensive feedback that will customize their methods to help their students learn more and excel in school.”

• Mobile-Friendly Course Content: Not only will overall online technologies and computer platforms evolve, but there will be a higher focus on mobile-friendly course content. Dr. Nduagbo explains in his chapter, “In the past, access to online course materials were only possible with desktops or laptop computers. Now and in the future, all online course materials will be very easy to access on varied handheld devices, such as smartphones, iPads, tablets, and chrome books with special educational apps that facilitate instruction.” 

• Education Globalization: Even before the current pandemic, higher education was globalizing due to the demand of education globally. Many U.S. institutions have regional campuses throughout the world and China is developing its own online education systems and structures. Based on the current shift of these educational technologies, other countries and institutions will take part in globalization and there will be an accelerated pace to globalize education resources and institutions. 

In light of all of these predictions and the evolution of education, he explains the overall tuition-based model of education could shift as students are faced with this new online environment and increasing student loan debt, leading the way for a more accessible, certified, and free online-driven education system that is more closely aligned with building students’ skills for specific, in-demand jobs.

The overall shift from traditional learning to completely online-only environments will undoubtedly alter and transform the classroom for decades to come, and post-COVID-19, educators will see a “new norm” for teaching and engaging students. Additionally, with this new wave of teaching and new wave of research, educational technologies and methods will grip the education market.

IGI Global is releasing the Handbook of Research on Modern Educational Technologies, Applications, and Management, edited by Mehdi Khosrow-Pour, D.B.A, Executive Editor of IGI Global, USA. This is an all-encompassing scholarly reference provides cutting-edge, multidisciplinary research and expert insights on advancing technologies used in educational settings as well as current strategies for administrative and leadership roles in education. Covering a wide range of topics including but not limited to community engagement, educational games, data management, and mobile learning, this publication provides insights into technological advancements with educational applications and examines forthcoming implementation strategies. These strategies are ideal for teachers, instructional designers, curriculum developers, educational software developers, and information technology specialists looking to promote effective learning in the classroom through cutting-edge learning technologies, new learning theories, and successful leadership tactics.

This publication is currently available for pre-order in electronic format (EISBN: 9781799834762) through IGI Global’s Online Bookstore at a 50% discount, and will be featured in IGI Global’s InfoSci®-Books database (5,900+ e-books). Recommend this publication and the InfoSci-Books database to your library to have access to this critical research, as well as thousands of other research resources, including the chapters below, in the IGI Global InfoSci-Books database.

Featured Publications Surrounding Online Education Technologies:

Learn More Recommend to Library Handbook of Research on Developing Engaging Online Courses Copyright: © 2020 | Pages:428 | ISBN: 9781799821328| EISBN: 9781799821342 This is an essential research publication that provides multiple perspectives on improving student engagement and success in online courses. This book includes topics focused on the online learner, online course content, and effective online instruction. The content contained within the title is ideal for curriculum developers, instructional designers, IT consultants, deans, chairs, teachers, administrators, academicians, researchers, and students.

Learn More Recommend to Library	Enriching Collaboration and Communication in Online Learning Communities Profs. Carolyn N. Stevenson (Purdue University Global, USA) and Joanna C. Bauer (Claremont Lincoln University, USA) Copyright: © 2020| Pages: 319| ISBN: 9781522598145| EISBN: 9781522598169 This publication is a critical scholarly publication that supports communication and collaboration in online settings by focusing on the ways all members of the educational institution can create community to foster personal and professional growth for all. The book takes an in-depth look at communication strategies and challenges including managing conflict, working effectively in virtual teams, critical thinking, intercultural and cross-cultural communication, and online leadership. It is ideal for faculty, teachers, administrators, principles, curriculum developers, professionals, researchers, and students.

Learn More Recommend to Library	Enhancing Social Presence in Online Learning Environments Prof. Michael Marmon (University of North Texas, USA) Copyright: © 2018| Pages: 317| ISBN: 9781522532293| EISBN: 9781522532309 This scholarly publication is a critical scholarly publication that explores the different perspectives of public latency and the creation of electronic educational formats that mimic the experience of traditional classrooms. Featuring a wide range of coverage on topics that include active learning, teacher authority, and computer-mediated communication, this publication is geared toward educators, professionals, school administrators, researchers, and practitioners in the field of education.

Learn More Recommend to Library	Handbook of Research on Virtual Training and Mentoring of Online Instructors Prof. Jared Keengwe (University of North Dakota, USA) Copyright: © 2019| Pages: 511 | ISBN: 9781522563228| EISBN: 9781522563235 This scholarly publication is a critical scholarly resource that highlights the issues, challenges, and online engagement experiences to enhance effective teaching and learning in this learning environment. Featuring coverage on a broad range of topics such as media literacy, professional development, and virtual learning environments, this book is geared towards educational administrators, educators, and instructional designers interested in quality online instruction.

Disclaimer: The opinions expressed in this article are the author’s own and do not reflect the views of IGI Global.

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<¹ Nduagbo, K. C. (2020). Online Education Past, Current, and Future. In Kyei-Blankson, L., Ntuli, E., & Blankson, J. (Eds.), Handbook of Research on Creating Meaningful Experiences in Online Courses (pp. 85-100). IGI Global. http://doi:10.4018/978-1-7998-0115-3.ch007