Conclusion – Where do we go from here?

What can we learn from the case studies in this book?

From Lab to Laptop: Case Studies in Teaching Practical Courses Online has aimed to provide a series of case studies to explore how higher education students and staff in a variety of international contexts have managed the transition of bringing practical learning into an online setting. In doing so, it hoped to help fill a gap in the literature on how to teach practical elements of courses online.

The case studies presented in this book illustrate how challenging adapting to practical learning in online environments can be, especially for students. On the other hand, the examples in this volume also show the diverse strategies and innovative approaches that educators can employ to ensure the continuity and quality of education in the face of this transition. From adapting engineering labs with virtual simulations to using remote access for chemistry practicals, the creative solutions developed highlight the potential for sustained innovation in active learning and teaching methodologies more broadly.

As we look ahead, it is clear that the integration of technology and active learning in education is both a strong need and an aspect of pedagogy that will continue to evolve. The lessons learned from the shift to online learning provide a foundation for future advancements. Moving forward, we should aim to provide greater flexibility and accessibility to learners. Institutions can achieve this by offering a broader spectrum of learning options, combining different configurations of face-to-face and online modalities, as well as by diversifying the pedagogical approaches used and incorporating active blended learning pedagogies into their instructional design.

However, if active blended learning is to become a core part of institutional culture and pedagogic community, this will need to be accompanied by commensurate professional development opportunities and support structures to expose higher education teachers to a wider variety of pedagogic strategies. In particular, communities of practice around active learning would be a powerful way to share knowledge and develop skills.

The case studies in this book have provided a blueprint for the kinds of pedagogic tools and strategies which could be shared between members of these communities. For example, playful learning, as explored in Chapter 10 with online escape rooms, and experiential learning, as highlighted in Chapter 4 with the use of virtual labs, have both shown significant positive impacts on student engagement and retention of knowledge (for playful learning, see Blinkoff et al., 2023; Leather, Harper & Obee, 2020; Andreopoulou & Moustakas, 2019; Nørgård, Toft-Nielsen & Whitton, 2017; for experiential learning, see Morris, 2020; Bradberry & De Maio, 2019; Burch et al., 2019; Kolb, 1984). These methods foster critical thinking, problem-solving, and active participation, all of which are essential components of effective higher education teaching.

In spite of the benefits, some educators may feel that they do not possess the skills needed to apply these specialist pedagogic strategies, highlighting the need for stronger cultures and communities to support active blended learning, as well as professional development and additional learning resources for both staff and students.

The importance of active learning, digital skills development and adaptive teaching has also become evident. By embracing the innovations and strategies documented in this book, institutions can make themselves more adaptable and expand their instructional repertoire to meet future challenges. The move towards a more flexible and technology-enhanced educational landscape, if handled appropriately, has the potential to make higher education more accessible, engaging, and effective for all students. However, although our collective knowledge and experience of online teaching is growing, we need to translate our learning into practice.

How do the findings apply to different aspects of higher education teaching and learning?

The five different sections of this book provide a useful range of perspectives on the challenges and opportunities of moving practical learning online. From these detailed case studies, we have tried to synthesise a list of the key findings that emerged from the chapters within each section.

Part 1: Student Perspectives

From the student perspectives in chapters 1-3, key findings include:

• Learning design for online practical courses needs to be engaging, flexible and accessible.
• When designing online learning, we need to think carefully about how to promote community, social interaction and a sense of belonging.
• Signposting and support around mental health and well-being needs to be prioritised, especially when learning online.
• Practical learning experiences online need to find ways to integrate cognitive, psychomotor, and affective domains.
• Online and blended courses should aim to enhance the learning experience using appropriate technologies (e.g. virtual labs; Virtual, Augmented and Mixed Reality).

Part 2: Teaching Case Studies

From the teaching case studies in chapters 4-6, key findings include:

• Digital skills will continue to be more and more integral to learning.
• Collaboration at an international level is increasingly feasible and beneficial.
• Innovative teaching approaches and online collaboration are necessary to prepare students for modern work cultures.
• Embracing digital tools can enhance certain aspects of learning more effectively than in-person methods.
• Peer support and collaboration can be enhanced through online platforms like Zoom and Microsoft Teams.
• Remote desktop technology can provide a more seamless experience and ensure equal access to a wide range of software.
• Virtual support sessions can improve instructor availability for learners.
• Recording and reflecting on processes in ePortfolios can enhance skill development.
• Recorded lectures and negotiations can allow for detailed reflection and continuous improvement.
• Peer-to-peer scoring systems can support self-reflection and learner motivation in collaborative online tasks.

Part 3: Assessment

From the assessment case studies in chapters 7-9, key findings include:

• Adaptive teaching and inclusive assessment strategies are crucial to the future of online course design.
• Online assessments need to be designed carefully in order to be fair and equitable.
• Equitable assessment practices must accommodate diverse student experiences and embodied knowledge.
• Online exams are often preferred for their flexibility and reduced stress.
• Future assessments should use different combinations of online and in-person elements as necessary.
• Partnerships with local organisations (e.g. clinics and hospitals) can enhance assessment opportunities and relevance.
• Establishing remote assessment centres can provide richer and more authentic learning experiences in a wider range of local and international contexts.
• Critical reflections on practice can be an equitable assessment method for practice-based courses in online environments.
• Collaboration between students and academics is essential for effective knowledge exchange and assessment design.

Part 4: Educational Development

From the educational development case studies in chapters 10-12, key findings include:

• A collaborative and supportive learning environment is essential for deep engagement.
• Encouraging unstructured play, collaborative spaces for educators and team-teaching models can promote pedagogic innovation.
• Portfolio-based assessments can enhance learning experiences and authentic assessment across disciplines.
• Authentic, practical learning and assessment approaches motivate students and provide real-life application opportunities.
• The 3-L framework (listening, learning, leveraging) can be a useful framework for effectively conceptualising and communicating desired online learning behaviours.
• Escape rooms as a teaching and learning strategy can foster core skills development and increase learner motivation in both online and in-person formats. It can also help to provide the learner with a simulation of real professional environments and delivering projects to a deadline.
• Guiding staff to facilitate self-determined learning through play can be beneficial for learner skill development.

Part 5: Fieldwork and Placements

From the fieldwork and placements case studies in chapters 13-14, key findings include:

• Short video clips and embedded questions in lectures improve engagement and recall.
• Interactive documentary-style teaching can be positively received and could be adapted for a variety of disciplines.
• Elements of the documentary-style teaching method can be effectively transferred to live teaching sessions.
• Virtual placements can offer flexibility, increased opportunities, and important remote working skills.
• Collaborative development of hybrid placements can provide authentic, personalised student experiences.
• Physical and hybrid placements are still necessary when hands-on skills and personal interaction are important to the learning process.

The case studies presented in this volume underscore that, while translating face-to-face learning into online education poses significant challenges, it can also be a catalyst for innovation in higher education pedagogy. The experiences documented here reveal that with the right tools, strategies, and expertise, practical elements of courses can be effectively transitioned to online modalities in a manner that is engaging, inclusive, and pedagogically robust (Hodges et al., 2020).

Looking forward, these case studies advocate for a more integrated approach, combining the strengths of in-person and online learning. Creating learning environments that prioritise flexibility, accessibility, and the potential for enhanced learning through emerging technologies should be a priority across the sector (Bozkurt et al., 2020). The integration of active learning techniques, such as problem-based learning and collaborative projects, has been shown to be particularly effective in improving learner achievement and reducing inequality (e.g. Deslauriers et al., 2019; Theobald et al., 2020). By harnessing these methods, educators can foster more interactive and student-centred learning experiences that build upon, and sometimes transcend, the benefits of face-to-face instruction.

The Covid-19 pandemic has highlighted the necessity for higher education institutions to be adaptable and resilient. Embracing these innovations will ensure that practical courses remain a vital component of higher education, preparing students for success in an increasingly digital world. The future of higher education teaching is likely to be characterised by a blend of physical and digital environments, where technology enhances the human elements of education. Effective active learning in online settings can be achieved by creatively combining tools and strategies such as interactive simulations, virtual labs, and real-time feedback mechanisms. This will require higher education to invest in the necessary infrastructure to support these advancements in teaching and commit to programmes of continuous professional development for teaching staff that foster cultures of experimentation.

The role of online learning in higher education extends far beyond the response to an emergency; it is an integral facet of broader changes in the socio-educational landscape. This shift presents an opportunity to rethink and redesign educational practices to be more inclusive and flexible. By continuing to develop and refine these approaches, educators can create more effective learning environments that meet the diverse needs of a wider range of students (Van der Spoel et al., 2020). The role of active learning strategies, such as peer teaching (e.g. Betts, 2022; Pedersen, 2022) and digital storytelling (e.g. Beggs, 2022), is a key to this development, providing dynamic and engaging ways for students to interact with the content and with each other.

What are the key areas for development and further reading?

Based on the findings above, we have identified a number of key areas for development and further reading. Aside from the need to deepen our collective expertise in active, blended and experiential learning, as well as how we apply technologies to make learning more engaging and inclusive, there are also more specific opportunities for development. We list these key areas for development below, along with some suggestions for reading. The hope is that these will provide you with useful avenues for future exploration.

Innovation in Teaching Methodologies

• Virtual Labs and Simulations: The use of virtual labs and simulations, such as those in chemistry and engineering courses, can allow students to engage in hands-on activities remotely, maintaining the practical aspects of their education (see Groothuijsen & van den Beemt, 2022).
• Remote Desktop Applications: Tools that provide remote access to specialised software and equipment can enable students to complete complex tasks that would traditionally require their physical presence (Rodríguez Lera et al., 2021).
• Interactive Learning Modules: Development of interactive, multimedia-rich learning modules that provide step-by-step guides and immediate feedback can help students learn complex procedures (see Beggs, 2022; Surendran & Surendran, 2022).

Integration of Digital Technologies

• Virtual Reality (VR) and Augmented Reality (AR): Incorporating VR and AR to create immersive learning experiences, such as virtual field trips, 3D models of biological structures, or simulated clinical environments for healthcare training, can help support experiential learning (see Jewitt, 2022; Mystakidis, Mourtzis, & Tseregkouni, 2022).
• Mobile Technology: Leveraging mobile devices for practical assessments, real-time data collection, and collaboration, can enable students to learn anytime and anywhere (see Edwards-Smith, 2022b; Richardson, 2022).
• Collaborative Platforms: Using tools like Zoom, Microsoft Teams, collaborative whiteboards, and collaborative documents to facilitate group work, discussions, and interactive sessions can support synchronous interactions in online learning (see Roberts & Munday, 2022; Trivedy, 2022).

Student Engagement and Interaction

• Small Group Collaborations: Forming small online groups to work on projects or problem-solving tasks, thereby promoting peer learning and engagement can create a sense of community and support social learning (see Kyrousi, 2022).
• Interactive Sessions: Incorporating live polls, Q&A sessions, breakout rooms, and interactive quizzes during online classes can help to keep students engaged and actively participating throughout online teaching sessions (see Osituyo, 2022).
• Digital Feedback Mechanisms: Providing timely and personalised feedback through digital platforms, using tools like video comments, screen recordings, and interactive rubrics can help learners to track their progress and plan how to address areas for development (see Cowie, 2022).

Inclusive and Flexible Learning

• Asynchronous Learning Options: Offering recorded lectures and self-paced learning modules that allow students to access content at their own convenience can make learning more flexible and accommodate different time zones and schedules (see Ogamba, 2022; Vianya-Estopa, 2022).
• Accessible Course Materials: Ensuring that all digital content meets accessibility standards, including providing captions for videos, transcripts for audio materials, and using screen reader-friendly formats can help ensure that learning is inclusive for diverse groups of learners (Bong & Chen, 2024; Seale et al., 2010; Moriña, 2019).
• Support Services: Providing robust online support services, including virtual office hours, online tutoring, and mental health resources to support students’ well-being can provide the conditions needed for student success (see Edwards-Smith, 2022a; Johnston, 2022).

Future of Hybrid Learning

• Blended Course Design: Creating course designs that seamlessly integrate in-person and online components, and, designing tasks so that they can be completed in class or asynchronously in the learners’ own time, can allow for greater flexibility in how students engage with the material and fit learning around their other commitments (see Middleton, 2022; Oprandi, 2022).
• Flexible Participation: Implementing flexible scheduling options where students can choose to attend in-person or participate online can help cater to diverse needs and preferences (Miller et al., 2021; Mwando et al., 2021; Xavier & Meneses, 2021).
• Evaluation and Continuous Improvement: Regularly assessing and refining hybrid models based on feedback from students and faculty can help ensure that both online and in-person elements are optimised for learning effectiveness (Paudel, 2021; Santally et al., 2020).

Suggestions for Future Research and Scholarship

The topic of how to re-design courses with practical elements for online learning is still under-researched and would benefit both from further empirical studies and scholarship to support the development of teaching practice.

It would be helpful to see more publications on online practical learning within specific disciplinary areas. For example, collections on how different students and staff approach the learning and teaching of dance, nutrition, music performance or physiotherapy in an online context could help shed light on under-represented areas of the literature.

Another topic that would benefit from more exploration is how online education and learning technology tools can open up possibilities for international and cross-institutional collaboration. Particularly in courses where hands-on experience is of value, being able to share different approaches and experiences across national and institutional contexts could provide a rich area of inquiry.

Finally, more publications that invite students to author chapters, case studies or papers from the learner perspective, and thereby amplify the student voice in higher education, would also be extremely valuable.

Final Thoughts and Call to Action

Where do we go from here? This book has provided a range of perspectives on how to adapt the teaching of practical courses for online learning. The resilience and ingenuity demonstrated by students and staff in these case studies highlight both the challenges and the potential for transformative change. As we look to the future, the integration of emerging technologies and active learning strategies will continue to shape the evolution of higher education, ensuring that practical learning, whether conducted in-person or remotely, remains a vital and dynamic component of the academic experience.

As we transition into an era where digital and physical learning environments increasingly intersect, the insights and experiences shared in this book illustrate a critical need for ongoing adaptation and innovation. It is essential for educational institutions to remain proactive in exploring and integrating new technologies and pedagogies that can enhance the experiential aspects of learning. This will require a commitment to fostering a culture of experimentation, continuous professional development, and investing in the necessary infrastructure to support these advancements.

Finally, we have three challenges for you. First of all, consider building a community around active blended learning at your institution. Setting up a satellite group of the Active Learning Network is one way to do this, but there are many others. Find a way that works for your context. Community is a great catalyst for change. Secondly, check your institutional strategies and policies. Do they explicitly state a commitment to the words active, inclusive, blended, experiential, authentic, flexible, digital and online? If not, then why not? If the message doesn’t permeate through the whole organisation, then it is difficult to enact change. So if you don’t see those words in there, then you may want to consider taking steps to get them added. Thirdly, look around you with a critical eye. What other aspects of your institution could be improved and what can you do to help make those changes happen?

Educators, administrators, and policymakers are called upon to collaborate in creating a more inclusive, flexible, and effective educational landscape. By leveraging the lessons learned, creating inclusive online learning, and embracing the potential of new technologies, we can ensure that practical learning continues to thrive and evolve. More importantly, though, we can ensure that learners have higher quality experiences that are impactful, inclusive and transformative, regardless of whether these are in-person, online, hybrid or any combination of the above. Now that most of us have experienced online learning in one way or another, let us use this momentum to drive forward the transformation of higher education, making it more adaptable, resilient and responsive to the changing environment and the needs of all learners.

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About the authors

name: Tab Betts

institution: University of Sussex

Tab Betts is a Lecturer in Higher Education Pedagogy at the University of Sussex. He is co-founder and institutional co-lead for the Active Learning Network (ALN). For many years, he has been promoting evidence-based approaches to active learning in higher education and the use of learning technologies to create inclusive blended learning environments and facilitate large-scale collaboration. He has won a number of awards, including  six awards for Outstanding or Innovative Teaching and a 2021 Global Academic Development Good Practice Award with the ALN.

name: Dr Paolo Oprandi

Paolo Oprandi has a Doctorate of Digital Pedagogy which he attained from the University of Sussex. He is a Senior Fellow of the Higher Education Academy and is currently the co-chair of the Active Learning Network. He has a technology and research background and currently leads the implementation and operations of online environments and CPD programmes within the charity sector. He is a nature and wildlife enthusiast, Wikipedia editor and proponent of active learning pedagogies.