Abstract:

When considering the experiences of staff, students and the managers of Higher Education in a post-COVID world are the definitions we use to describe learning experiences still valid? Are the terms, in-person, flipped learning, Technology Enhanced Learning, blended, guided, online and distance learning set to be fundamentally different or can they continue to be used in the same way. If the definitions of the types of experience are no longer valid, what might be a better description and conception? Given the great variance between the terminology, is a consolidation possible and wise in light of recent COVID experiences?

This paper explores the problem from the perspective of a manager of digital learning in the UK Higher Education sector. It begins with an exploration of the literature to draw out the current terminologies meanings and intentions, and draws the similarities and differences between the different forms of learning with technology. The definitions are explored in three consequential forms: educational (staff and students), standards and organisational challenges. In a self-reflective exploration I explain how my own organisation is examining the definitions and requirements for students and staff, the methods and development requirements for new definitions of learning, the potential implications for assessment, and the potential impacts upon quality assurance and management. This is drawn into a process and framework for other higher education colleagues to follow in developing their own definitions and approaches to finding meaning within the definitional landscape current in the literature. It also demonstrates the considerations that would be required in the event of a change and will be of use to colleagues planning changes for the forthcoming academic years at their own institutions. It will also be useful for colleagues who are interested in approaches to education in areas outside of the UK.

Keywords:

Management pedagogy learning TEL technology.