Online Learning: How Universities Are Adapting and What September Classes Will Look Like

With less than two months to go before the new academic year, universities around the world are innovating the way they teach and deliver classes.

Virtual education is not new, but the extent to which universities are using online tools and resources to teach and motivate students certainly is.

We spoke with Nadia Rodríguez, Director of the Systems Engineering program at the University of Lima, and Fernando Kato, Director of Informatics and Systems at the university, to learn what classes and teaching will look like for students in South America this September.

Can you tell us how the University of Lima is responding to COVID-19, and what it is doing to support current and future students during this pandemic?

Rodríguez: The virtualization process in the University of Lima's education began several years ago. However, last year, without knowing what would happen globally in early 2020, we began experimenting with hybrid education, allowing synchronous teaching.

This experience showed us many things. For example, students found it very convenient because it saved them time and money. Professors also said that student participation was higher in synchronous classes, and those who had been somewhat hesitant about teaching in this format were very satisfied with the experience.

Will all teaching take place online, or will there be some on-campus learning?

Rodríguez: The semester from April to July was 100% virtual, and it brought some unexpected benefits. However, all of that learning will improve the academic strategy for the next semester, which begins in August and runs through December. It will also be offered 100% online.

Because the Peruvian government allows laboratories to operate at a maximum capacity of 50%, we will offer students optional practical experiences on campus, and we have already implemented all the necessary health and safety protocols for laboratory use.

What are the most significant differences between the teaching and learning that will take place this September and what took place last September?

Rodríguez: Based on our experience, we found that interaction between students and professors, as well as among students in general, is higher in the virtual format than in person. Our explanation is that students may feel less shy when asking questions from behind a computer.

Another aspect we are seeing is that absenteeism has dropped significantly.

On the other hand, some courses that require special instruments or tools in the laboratory may lack the hands-on experience. In addition, the interpersonal interaction found in physical classrooms is difficult to replicate in a virtual environment.

Has adapting to this change been a challenge for staff and students?

Rodríguez: Yes, it certainly has. However, faculty members have made their best effort to innovate their classes and design the best possible learning experiences, and professors have had to extend their working hours to adapt. The University of Lima has offered many continuing education options for all faculty members.

It has also been a challenge for students. They not only have to learn all the new digital tools and methods, but also deal with lockdowns and, in some cases, personal health and financial issues.

Throughout the semester, we have sent many communications about being flexible both academically and personally. Different departments at our university have supported our students, including a standard tuition discount and an additional discount in special cases, rental of computer equipment and routers, virtual stress-management workshops, and withdrawal from all or part of a course load.

What do you think is the biggest concern for students studying for their degrees during the pandemic?

Rodríguez: We believe the upcoming academic year will be better, not only because professors and students are now better adapted and prepared, but also because we decided to open pre-registration for next semester so we can estimate the number of courses and groups we need to offer.

How do you plan to keep students engaged and motivated during their studies?

Rodríguez: The teaching style in virtual education involves different innovative approaches to engage students and help them achieve the main goal: learning and acquiring the competencies required for each course.

The effort our professors have made to design effective classes has been worthwhile, even though it has been demanding and time-consuming.

In the current student academic survey, overall satisfaction with professors, courses, and administration is higher than in previous semesters, which encourages faculty and staff to keep working hard.

What support services will be available to students online?

Kato: Since implementing our current learning management system, we have had a dedicated support team that communicates with professors and students through different channels, such as in-person meetings, phone calls, email, and social media tools.

At the start of the crisis, when courses were 100% virtual, this support team was reinforced with staff from different university departments. Now we have a team of 24 permanently assigned members.

We have also provided internet modems with data plans to students who have problems with their home network.

Do you think universities will permanently keep these changes after the pandemic ends?

Rodríguez: Because Peru's mandatory quarantine happened so quickly, we had to accelerate the digitization of the processes that support services for our different stakeholders. In particular, those services that still required some human intervention. Digitizing these processes has significantly reduced paper use across our institution. These positive changes are more likely to stay.

As for the model of our educational offering, the government body overseeing higher education, SUNEDU, will confirm what universities can do in virtual education once a return to "normal" is allowed. Once the legal framework is clear, and based on our extensive experience in virtual education, we can determine which courses can include a hybrid format in their curriculum.