Following the event, Genio held a dinner for the speakers of Leeds Online Learning Summit. Our Head of Marketing, Tate, shares her experience and findings.
Last night, I had the privilege of attending a dinner for the speakers of the Leeds Online Learning Summit, hosted by Genio. It was an inspiring evening, and the sheer calibre of educators in attendance was a true testament to the incredible work Margaret Korosec has poured into this event, drawing an international cohort to the UK to discuss the evolving landscape of online education.
I was fortunate enough to share a table with brilliant minds including Anna Wood, Glenda Morgan, and Julia Leong Son and engage in conversations with many others whose passion for online learning was palpable.
*Here's my disclaimer! The following insights were gleaned from a collection of several conversations and topics from the summit. They don't reflect the views of any one specific individual.
My key takeaway? Online education isn't just a different delivery method; it's a fundamentally different pedagogical challenge and opportunity. The speakers unanimously emphasized the meticulous attention to detail required to ensure the student experience with online content is engaging, accessible, and deeply personalized to the diverse needs of students
Beyond the screen: Understanding the online learner
Contrary to the outdated stereotype of passive, video-watching students, the educators present highlighted just how highly motivated and engaged today's online learners are (1). Many are balancing full-time jobs and families, while a significant number are neurodivergent or have physical disabilities. These individuals are often returning to learning with a specific goal in mind – to acquire a new skill, advance their careers, or unlock a new chapter in their lives. This motivation means online learning is a powerful option for democratizing access to education.
However, this accessibility also demands a heightened level of adaptability from institutions. Online platforms must cater to unique circumstances and individual needs far more comprehensively than traditional in-person classes.
Navigating the challenges: Pedagogy, technology, and perception
While the benefits are clear, online learning isn't without its hurdles. The dinner discussions illuminated several key challenges:
Designing for engagement: The pedagogical approaches, learning technologies, and instructional design strategies employed must deliver high-quality, engaging online experiences that rival or even surpass traditional face-to-face learning.
Jim Goodell shared his thoughts on learning engineering at the conference, and attendees emphasized that the focus needs to shift towards truly student-centered systems. This includes offering personalized learning paths – moving away from rigid, term-based structures to allow students to complete courses at their own pace, whether that's a week or six months.
It also necessitates adaptive, interactive content that responds to individual student progress and preferences.
Perception of value: A recurring theme was the persistent misconception that online courses are less valuable than their in-person counterparts. This is despite the fact that developing the pedagogy for online learning is arguably more complex and resource-intensive. (2)
While online education can be more affordable due to its scalability, the challenge remains in making it an attractive option, perceived as equal in value, to the broader public. Some countries have begun implementing government regulations to ensure quality control, setting criteria for degrees, limiting virtual classroom sizes, and upholding teacher quality – vital steps in addressing this perception.
The human touch vs. scalability: The discussion around what can be scaled versus what must be preserved was particularly insightful. A pilot program with AI tutors to offer always-on support, for example, revealed student frustration and a strong desire for human interaction, mirroring the support available to on-campus students.
This suggests that a balanced approach (3) is likely the most effective, where AI tutors can provide immediate, basic support, while human tutors remain on-hand for personalized, in-depth assistance.
The "free" debate: The idea of offering online education for free was discussed as a means of increasing accessibility. However, a compelling argument was made against it: without a perceived cost, student motivation and completion rates would likely plummet, leading to high drop-out rates and potentially fostering negative sentiment towards higher education (4).
Revenue, reputation, and the purpose of higher education
When asked about the two most important things for online education, there was a clear consensus: revenue and reputation. Online education offers a significant and often profitable income stream for higher education institutions, particularly for departments with lower overheads, like business schools.
This revenue can help balance the costs of other departments, such as engineering and medical schools, which require expensive equipment, or the costs of research and innovation.
Online learning also has the potential to reach a wider international student body, allowing institutions to diversify their income.
Simultaneously, managing quality and reputation is paramount. There's a growing emphasis on "student success" initiatives, not just to ensure students persist to graduation, but also to equip them with "real-world skills" that enhance their employability post-graduation. This focus on career outcomes directly contributes to the credibility and reputation of the alma mater.
Interestingly, when the conversation turned to the overarching purpose of higher education today, a definitive answer proved elusive beyond "revenue and reputation." However, one attendee articulated a crucial point: in an age of readily accessible information via AI, it remains vital for individuals to develop a deep understanding and retention of knowledge.
This foundational knowledge empowers us to critically assess, analyze, and genuinely collaborate with new tools in a truly human way, moving beyond mere fact-finding to insightful critique.
Finally, for online learners themselves, effective note taking skills are indispensable. The ability to capture key information alongside video lectures or slides, ideally within a single window to minimize distractions, has been shown to significantly increase student engagement, persistence, and confidence in their studies. Genio is a simple yet powerful tool that truly enhances the online learning experience.
The Leeds Online Learning Summit, and the insightful discussions it sparked, clearly illustrate that online education is no longer a fringe alternative. It's a dynamic, evolving field with immense potential to shape the future of learning, demanding innovative approaches to pedagogy, technology, and a clear understanding of its unique value proposition
References
- Shroff, R. H., Vogel, D. R., & Coombes, J. (2008). Assessing individual-level factors supporting student intrinsic motivation in online discussions: A qualitative study. Journal of Information Systems Education, 19(1), 111-126
- Bayne, S., Evans, P., Ewins, R., Knox, J., Lamb, J., Macleod, H., O'Shea, C., Ross, J., Sheail, P., & Sinclair, C. (2020). The Manifesto for Teaching Online. The MIT Press.
- Thomas Corbin, Joanna Tai & Gene Flenady (07 Feb 2025): Understanding the place and value of GenAI feedback: a recognition-based framework, Assessment & Evaluation in Higher Education, DOI: 10.1080/02602938.2025.2459641
- Onah, D., Sinclair, J., & Boyatt, R. (2014, July). Dropout Rates of Massive Open Online Courses: Behavioural Patterns. In Proceedings of the 6th International Conference on Education and New Learning Technologies (EDULEARN14).
