Abstract:

Since the initial lockdown in March 2020, Universities and other HEIs mobilised the creation of workstreams, groups and packets (whatever the preferred term) to invest substantial time and effort in the planning, contingency and re-planning of what might (or might not) lie ahead and how we should respond. The community and creativity of colleagues across HE was mobilised to develop a wide range of responses so that we can continue to deliver high quality education. This collective effort tested our resilience, commitment and creativity as educators and brought about digital upskilling at an unimaginable pace. Over the course of the last two years, the sector moved from an emergency pivot whereby technology was the panacea (even if we and our students didn’t know how to use it) through a process of skills development and refinement to arrive at a position of new confidence in the pedagogical value of technology; that some things may even be more effectively achieved through digital means.

But what of where we are now, and what appears to be, still uncertain and confusing terrain ahead? The pandemic has catalysed a quantum leap forward in terms of digital adoption for teaching and learning. Now we face the question of what the future looks like for higher education. Is it time to reconceptualise what higher education looks like? What is a learning environment? As the sector considers these questions, it does so against the backdrop of the narrative of being ‘back on campus’ (and the priority of being so). A potentially dangerous narrative that may undermine the value of digital learning and the extent of the hard work invested over the last two years. Does this narrative render the question of harnessing the best bits of digital learning (through the pandemic) redundant?

As such this paper outlines the way in which Nottingham Business School has retained the value accrued through the pandemic, “the best of both worlds” in terms of student experience, fusing and valuing digital and physical learning environments. Fundamental to this has been the recognition of the pivotal role the support and development of academic colleagues plays in delivering the best of both worlds. Through this lens, the paper will challenge the narrative that places ultimate value on being back on campus and make the case for digital learning being held in equal esteem to physical, on campus learning.

Keywords:

Digital Learning, Learning Environment, Skills, Development, Pandemic.