BGA | BUSINESS IMPACT
83% of Business School leaders said they believe the pandemic has triggered major changes to their institution’s long-term strategy
Virtual classrooms With reference to any programme within an institution’s programme portfolio, 75% of respondents said their Business School currently uses virtual classrooms, 20% said their School does not and 5% do not know. This is an increase of 25 percentage points from the 51% proportion of respondents who cited the use of a virtual classroom in the last survey. A virtual classroom is here defined as a digital learning environment that allows teachers and students to connect online in real time. Synchronous vs. asynchronous learning Looking at both synchronous and asynchronous learning, Business School leaders were asked to rate how effective they believe digital teaching methods are across a range of activities. More than nine in 10 (92%) believe that digital teaching methods are effective in delivering flexibility of learning. A similar proportion (88%) believe that digital teaching methods are effective for two-way discussions between facilitators and students, and 84% believe they are effective for the ability to work on team projects. A total of 31% expressed their belief that synchronous digital teaching methods are either ‘much better’ or ‘somewhat better’ than the traditional classroom teaching experience.
The equivalent proportion for asynchronous digital teaching methods is just a fraction lower, at 30%. Even so, Business School leaders generally show much less trust in asynchronous forms of learning than synchronous forms. While 30% of participants think that synchronous digital teaching methods offer a comparable experience to that of the classroom, only 16% feel the same way about asynchronous learning. How do staff and faculty feel about the implementation of new technology? Respondents were asked for their views on facilitators and faculty members’ level of satisfaction with the current use of synchronous digital teaching technologies in their Business School. Overall, 93% said that they believe that facilitators/faculty are either ‘very satisfied’ or ‘fairly satisfied’. Student experience is a central consideration for any form of online learning provision, so participants were asked what they think adds the most to student experience when delivering courses online. In response, 65% of Business School leaders said they believe the opportunity for students to have break-out sessions adds value. The same proportion also thought that the ability to
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