By Anna LeRoux 

The landscape of education has been increasingly changed by access to digital learning over the past few years. According to the University of Arkansas, as of May 2022, more than 50% of instruction is still delivered in person, reflecting the institution’s commitment to face-to-face engagement. However, the increase in online and mixed-mode courses, accelerated by the COVID-19 pandemic, marks a significant shift in how students learn and interact with faculty. This growth in online learning has made education more flexible, accessible and diverse, but has also brought new challenges.

For faculty members such as professor Dominique M. Valle, in-person instruction is crucial for certain subjects, particularly those requiring hands-on skills. 

“My perspective is that hands-on courses in which students should be practicing skills — such as writing, production, broadcast, etc. — are best when taught in person,” Valle said. “As an instructor, it’s important for me to be able to coach students one-on-one and in real time.” 

Valle, who teaches journalism and media courses, emphasizes that real-time feedback is essential when teaching practical skills such as writing ledes, understanding attribution or learning how to operate broadcast equipment.

For students such as Jillian Kelly, a U of A multimedia production and storytelling major, in-person classes offer a motivating structure. “I feel more motivated to work hard in a face-to-face setting because I know I have to show up and participate,” Kelly said. However, Kelly is also open to trying online courses next semester, recognizing that the flexibility of digital learning offers an opportunity to balance academic work with other life responsibilities. This blend of in-person and online experiences is becoming increasingly common, reflecting the university’s adaptation to the needs of modern students.

Alongside traditional in-person courses, U of A offers many mixed-mode courses, which combine face-to-face instruction with online learning components. These courses provide students with more flexibility than traditional in-person courses while still maintaining some degree of in-person interaction. For example, in a mixed-mode course according to the U of A, more than 25% but less than 50% of the course is delivered through distance instruction, with the remainder of the content delivered in person.

This delivery method allows instructors to engage students in face-to-face activities on certain days while using online platforms for lectures or assignments on others. According to U of A’s guidelines, mixed-mode courses often employ both synchronous and asynchronous online components, depending on the course structure. For example, a class might meet in person twice a week, with recorded lectures or online discussions happening on the other days. This model helps provide flexibility for students who may have personal commitments or are balancing a full academic load.

Valle said mixed-mode courses can work well for more conceptual classes, such as Media Law or Ethics in Journalism.

“These types of courses lend themselves well to online formats because students can digest the material at their own pace, and the course content is less dependent on face-to-face interaction,”  Valle said.

Valle’s courses use online discussion boards as a way to foster engagement and critical thinking, allowing students to exchange opinions and debate ethical issues even when they are not physically in class.

Mixed-mode courses have become increasingly important for students who need a flexible schedule due to jobs, internships or family obligations. This flexibility allows students to attend class in person for certain lessons while completing the rest of their coursework remotely at times that fit into their schedules. For many, this hybrid model has been a game-changer, offering the best of both worlds: the personal connection of in-person classes and the convenience of online learning.

The most significant shift in higher education over the past few years has been the dramatic increase in online courses. According to U of A, online courses are defined as those in which 50% or more of the instruction is delivered through distance technology. This includes a variety of formats, from fully asynchronous courses with no required class meetings to synchronous online courses where students must attend virtual classes at scheduled times.

The rise of online courses was initially driven by necessity during the COVID-19 pandemic. When campuses closed and social distancing measures were implemented, universities around the world were forced to rapidly transition to online learning. The U of A quickly adapted, offering more online options to accommodate students’ needs during uncertain times. As COVID-19 restrictions eased, many of these online offerings remained, with some students opting for entirely remote courses or a mix of in-person and online classes, even as in-person courses gradually returned.

The COVID-19 pandemic accelerated the growth of online courses, pushing universities to quickly adopt digital learning platforms. What was initially a temporary solution to keep students and faculty safe during the pandemic has now become a permanent fixture in higher education. For many institutions, online and mixed-mode courses are now integral to their academic offerings.

The shift to online learning was not without challenges. Faculty had to quickly adapt to new technologies, while students struggled with the isolation that often accompanies remote education. “We had to learn how to use technology effectively,” Valle said. “We were all learning together, but it was challenging to maintain the same level of engagement that you get from face-to-face teaching.”

According to the U of A Global Campus, a division of the university responsible for online education, many online courses at the university rely heavily on discussion forums to foster engagement. “The technology is well-established and ideal for asynchronous interaction,” according to Global Campus. In these courses, students are given prompts and are expected to respond to their peers’ posts, creating an online dialogue that mimics classroom discussions. This format provides students the flexibility to learn at their own pace while still engaging with the course material and their classmates.

While some students may have reservations about entirely online learning, others appreciate the flexibility it offers. “I’m excited to work at my own pace and have more time to prioritize other things,” Kelly said about her upcoming fully asynchronous course. For students juggling work or family commitments, online education offers an ideal solution, allowing them to complete coursework from anywhere at any time.

“If you are a working professional trying to do school on the side and not give up whatever work life you have right now, online schooling is very available for you,” said Saben Strode, an online student of the U of A’s Master of Science in Engineering Management.

Online courses have also made education more accessible for non-traditional students, such as working adults or those living in rural areas, who may have otherwise been unable to attend a traditional in-person class. 

Despite challenges, the transition to online learning has opened doors to new opportunities. Students no longer need to be physically present on campus to access high-quality education. With these structures, U of A is well-positioned to continue adapting to the evolving educational landscape, offering students an array of options that suit their learning styles, schedules and goals.