European Universities Embrace Adaptive Learning Environments With Thematic Peer Groups, Navigating Flexibility in Higher Education LandscapeBy Joy Liwanag
The European University Association's Learning and Teaching Thematic Peer Groups (TPG) facilitate an annual gathering of member universities.
Focused on sharing practices and lessons in learning and teaching, these groups aim to fortify a bottom-up approach, build a sense of community, and complement the European Learning and Teaching Forum.
The Shifting Landscape of Higher Education
As higher education undergoes a notable transformation, the demand for flexible learning and teaching methods rises. The EUA Trends 2018 report highlights a shift, with 80% of European higher education institutions recognizing the need for more flexible degree programs and 62% acknowledging a growing demand for short-term learning opportunities.
The TPG on 'Flexible Learning and Teaching' delves into the multifaceted dimensions of flexibility in education, encompassing time, content, delivery, and support. The exploration seeks to illuminate challenges, perspectives, and potential pathways for institutions navigating the dynamic terrain of flexible learning.
Transformative Role of Thematic Peer Groups (TPG)
The TPGs, a vital initiative by the European University Association, provide a collaborative platform for member universities to exchange insights on learning and teaching practices. Designed to encourage community building and complement larger forums, these groups play a crucial role in shaping the evolving landscape of European higher education.
Rapid changes in the higher education landscape underscore the need for adaptive learning environments. The EUA Trends 2018 report reflects a significant demand for flexibility, with the majority of institutions recognizing the necessity for more adaptable degree programs and shorter-term learning opportunities.
Unpacking Dimensions of Flexible Learning
The TPG on 'Flexible Learning and Teaching' addresses the complexities of flexibility in education. It identifies two key dimensions: flexibility within traditional study programs and flexibility in non-degree credits or learning provisions. This nuanced exploration aims to shed light on challenges, perspectives, and potential pathways for institutions navigating the dynamic terrain of flexible learning.
A comprehensive review of literature and surveys among students and teachers unveils common themes. The COVID-19 pandemic has accelerated the demand for flexible learning, emphasizing the need for adaptability in educational systems. Financial support, policy frameworks, and lifelong learning policies emerge as facilitators for implementing flexible learning paths.
Surveys among students and teachers at participating universities of the TPG reveal nuanced perspectives on flexible learning. Students express a generally positive perception, emphasizing the importance of flexibility in topics, hybrid learning models, remote options, and diverse learning methods. In contrast, teachers exhibit caution, emphasizing the importance of multiple modes and technologies but expressing concerns about work overload and adapting to a diverse student group.
The TPG identifies three major challenges: managing flexibility as an institution, designing flexible learning modes, and addressing societal expectations. Recommendations include cultivating a culture of flexibility, empowering student agency, aligning curriculum design with flexible learning goals, allocating appropriate resources, and investing in staff development.
Embracing Opportunity for Growth
The TPG's upcoming report at the 2024 European Learning and Teaching Forum highlights the dynamic nature of higher education. It encourages institutions to view flexibility as an opportunity for growth, fostering a constructive dialogue with policymakers and stakeholders. The recommendations aim to guide institutions in navigating the complex landscape of flexible learning, contributing to the ever-evolving higher education landscape.
The TPG on 'Flexible Learning and Teaching' signifies a proactive approach by European universities to adapt to the changing needs of students and the evolving landscape of higher education. By embracing flexibility as a strategic opportunity, institutions can create inclusive learning environments and contribute to the continuous advancement of higher education.