Should university lectures be cancelled?

Contents:

• How it all began
• Arguments for online lectures
• What's the bottom line?

The next academic year in universities in Russia and other countries remains uncertain. Some classes are expected to continue online, but the exact scope of such activities depends on the current epidemiological situation. In addition to the usual restrictions, a new factor is emerging: vaccination. Universities may restrict access to in-person classes for students and faculty who have not been vaccinated against COVID-19. This could significantly impact the educational process and interactions between participants. A growing consensus is that returning to in-person lectures is impractical, as this format is outdated. This view is supported not only by EdTech representatives but also by some faculty members at traditional universities. However, this opinion is far from unanimous. Let's take a closer look at one of the most pressing educational debates of this summer. It's important to understand how changes in education are influencing approaches to learning and how innovative technologies can transform traditional methods.

Where It All Began

Igor Chirikov, a higher education researcher at the University of California, Berkeley and an associate fellow at the Higher School of Economics, raised the issue of the "death" of in-person lectures, sparking a new round of discussion. In a Facebook post, he made a number of claims questioning the performance of Russian universities in the prestigious QS rankings. These statements sparked active debate among experts and students, focusing on the relevance of this learning format and its impact on the quality of education in Russia and abroad. Chirikov raises important questions about the future of traditional lecture-based courses and their role in the educational process, making his comments relevant for all those interested in the development of higher education. Large live lectures for over 100 students are significantly inferior to high-quality recorded online lectures. Watching online lectures offers greater convenience and benefit, and during a pandemic, it also ensures safety. The online format allows students to study in a comfortable environment, review material as needed, and focus on the subject at hand without the distractions inherent in large classrooms. Igor Chirikov noted that online lectures offer unique advantages for students. If the material isn't fully grasped, students can always return to the desired point and review it again. In situations where the information is already known, accelerated viewing is possible. Furthermore, the online format allows for self-checking with questions, adding timecodes, and implementing various interactive elements. This makes learning more flexible and adaptable to student needs.

Face-to-face lectures as a routine educational format do not offer clear advantages. This teaching method should only be used for significant events or presentations by visiting specialists. In the everyday learning process, there is no reason to rely on lectures as the primary method of knowledge transfer.

Chirikov notes that the terms "shining eyes" and "audience energy" are not convincing arguments. He emphasizes that educational formats should be focused on the benefit of students, not serve as a means to satisfy the ambitions of teachers. It is important that the content of the training meets the needs of students and contributes to their development, and is not simply created for impressions.

Some commentators agreed with his opinion, but there were also those who disagreed. In this discussion, we have compiled the most significant opinions from both sides. We also reached out to the thread's author, discussion participants, and education experts for additional comment on this issue.

The Case for Online Lectures

This text examines the disadvantages of offline lectures and the advantages of an online learning format. The transition from traditional lectures to an online format can significantly improve the quality of education and convenience for students. Offline lectures are often limited by time and location, which can create difficulties for students. At the same time, online lectures provide access to materials anytime and from anywhere, promoting more flexible and effective learning. This transition opens up new opportunities for a deeper understanding of the topics being studied and allows the educational process to be tailored to the individual needs of each student.

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Online education overcomes geographical barriers and restrictions caused by the epidemiological situation. Violetta Usanova, director of the digital service for universities Skyes, noted in an interview with Skillbox Media that the transition from offline to digital formats has become commonplace in higher education. Universities are actively developing and acquiring online courses from both international universities and EdTech companies. Students now have the opportunity to study with leading professors, regardless of their location. This opens new horizons for obtaining a high-quality education and expands access to knowledge on a global level.

Vladimir Nikolaev, Associate Professor of the Department of General Sociology at the Faculty of Social Sciences at the Higher School of Economics, shared his opinion on online learning and its prospects. According to him, even if a professor loses interest in a course, learning can continue. He notes that some senior colleagues claim they become exhausted after repeated lectures and suggest recording the material to reduce the workload. However, Nikolaev disagrees with this position, emphasizing that such opinions often come from faculty who are not at risk of losing their jobs. This raises an important question about motivation and the quality of the educational process in an online format.

The online format allows for a more diverse delivery of educational material and effective feedback. Thanks to modern technology, students can access information in a variety of formats, such as videos, interactive assignments, and text resources. This promotes deeper knowledge acquisition. Furthermore, online learning allows for instant answers to questions, increasing engagement and fostering a more active learning process. Thus, the online format not only expands learning opportunities but also improves interaction between instructors and students.

In an in-person lecture, instructors can quickly assess students' understanding of the material by asking questions and observing their reactions. However, in a large classroom, this approach is less effective. In the online format, a variety of feedback technologies are available that allow instructors to better interact with students. Quizzes, chats, and other tools provide the opportunity to more accurately assess information acquisition and encourage active student participation in the learning process. Igor Chirikov noted that online education offers many more opportunities for receiving feedback. Violetta Usanova, Director of Skyes, emphasizes that online education offers a wide range of formats for delivering material. Video lectures, podcasts, audio lectures, longreads, and educational chatbots make the learning process more engaging and interactive. It is especially important that students can choose the format they prefer to receive information: watching a video or reading a longread. An individualized approach to each student promotes deeper understanding of the material and meets various learning needs. Each format provides unique opportunities for knowledge acquisition, which in turn improves the quality of education. The experience of distance learning has had a significant impact on university faculty. In the online format, they were able to adapt their teaching methods, implement new technologies, and improve interaction with students. Distance learning has become a catalyst for increasing the effectiveness of the educational process. Faculty have learned to use digital tools to create interactive content and facilitate group discussions. This not only enriched their professional experience but also opened new horizons for the development of educational practices. Importantly, this experience formed the basis for the development of hybrid learning models that will be relevant in the future.

Most mass lectures simply consist of reading the course material. This leads to students losing interest and failing to absorb the information effectively. Instead, lectures should be interactive and engaging to promote active learning and a better understanding of the topic. The use of various teaching methods, such as discussions, group assignments, and practical examples, can significantly increase student engagement and knowledge acquisition. It is important that lectures not simply convey information but also stimulate critical thinking.

In a discussion of this issue, Igor Chirikov, the author of the original post, raised an important point. He urged opponents to take a more realistic view of the situation. Currently, standard, uniform lectures "based on the textbook" are present in all universities. When analyzing the future of lectures, it's important to consider not only the performances of talented lecturers but also the mass format that has become commonplace in the educational process. Universities have become more accessible, allowing many students to pursue higher education. This positive change requires new approaches to organizing the educational process. It's important to make learning not only accessible but also meaningful, rich, and engaging. It's essential to create conditions for intellectual challenge so that students can not only absorb knowledge but also develop critical thinking, creativity, and teamwork skills. Effective learning should inspire students to deeply understand the subject matter and actively participate in the academic and social life of the university. Chirikov argues that most lectures fail to challenge attendees. This is supported by research showing that students attend lectures less frequently and are more likely to become distracted during classes. However, Vladimir Nikolaev expresses a different point of view, noting that the decline in attendance may be due to a lack of strict monitoring. In a commentary for Skillbox Media, he emphasized that it is impossible to reliably evaluate the effectiveness of lectures and other forms of in-person learning.

Collecting large amounts of on-site data is a key step in the research process, but it requires significant effort. Currently, there are no mechanisms for accurately recording attention, necessitating the collection of data through subjective observations. As a result, the reliability of the results is challenged at every stage of the study. Existing research is often local in nature and dependent on cultural differences across universities. Therefore, it is extremely difficult to draw valid and universal conclusions in this area.

Moving lectures online frees up time for more productive learning. This approach improves retention and increases learning flexibility. Students can study at their own pace, which increases their motivation and promotes a better understanding of the topics. Online lectures also provide the opportunity to review difficult sections, significantly improving the quality of education.

Proponents of online formats do not seek to completely abandon in-person classes. In-person meetings between faculty and students are still necessary, but the role of the faculty member in these meetings is changing. The effectiveness of classes increases with an emphasis on project work, active discussions, and other forms of interaction that maximize student engagement. This creates a more dynamic and productive learning environment, where knowledge is absorbed more deeply and quickly. University staff also expressed similar opinions in the discussion. Elena Drugova, Director of the Institute of Advanced Learning Technologies at Tomsk State University, emphasized that it would be more convenient to record most lectures if they were regularly updated. This would allow faculty to focus on more active face-to-face interactions with students. Andrei Korbut, a lecturer in the Department of Analysis of Social Institutions at HSE, believes that traditional lectures are ineffective for teaching social sciences. He argues that students can better understand Pierre Bourdieu's work if, instead of lectures, they analyze his book "Homo Academicus" and attempt to reproduce his research at a more accessible level. This approach, in his opinion, is significantly superior to any lecture, even the most distinguished one.

Online lectures are a more accessible option for acquiring knowledge. They offer significant savings compared to traditional forms of education. Students can receive a high-quality education from the comfort of their homes, optimizing their time and resources. The accessibility of online lectures makes them attractive to a wide audience, allowing everyone to choose a suitable learning format at a reasonable price.

In the discussion under Igor Chirikov's post, the cost of in-person lectures was rarely mentioned. Participants primarily focused on the university's pedagogical goals. However, some experts, commenting for Skillbox Media, noted that traditional lectures represent a significant financial burden for universities. For example, Violetta Usanova emphasized that lectures only partially convey information. At the same time, this format of education is becoming economically unviable. It is more efficient and cost-effective, in terms of educational outcomes, to automate processes and switch to online formats. This not only reduces costs but also makes education more accessible to a wider audience.

Faculty at Russian universities often express dissatisfaction with the idea of ​​universities operating as commercial organizations. They believe that higher education should fulfill a social mission, not strive for profit. Nevertheless, some argue that economic considerations may be one of the main reasons for university management to switch to online education. Most Russian public universities have established standards for student numbers and faculty workloads. Converting entire courses to pre-recorded lectures would reduce the overall workload and, as a result, potentially lead to layoffs of some faculty. This approach can be cost-effective, since reducing the number of teachers will allow maintaining the same volume of educational services.

The experience of distance learning has had a significant impact on university teachers. This learning format not only changed the approach to the educational process but also opened up new opportunities for educators. Teachers learned to use modern technology to interact more effectively with students. Distance learning contributed to the development of skills in working with digital tools and platforms, which became an important aspect of their professional work. This experience also helped identify new methods for assessing and monitoring student knowledge, which in turn improved the quality of education. Overall, distance learning has become an important stage in the development of higher education, providing instructors with the opportunity to adapt to new conditions and seek innovative solutions in the educational process.

University education and its impact on the development of critical thinking is an important topic of discussion. Many students wonder to what extent higher education contributes to the development of analytical and critical skills. Scientific research shows that high-quality university education can significantly improve students' ability to analyze information, evaluate arguments, and make informed decisions.

Critical thinking, as a key component of education, helps not only in academics but also in professional life. Students with developed critical thinking skills are able to effectively solve problems and find innovative solutions in various fields.

Thus, higher education plays a significant role in developing critical thinking, which is an essential skill for career success and personal growth.

What's the bottom line?

The promotion of online formats in universities continues to gain momentum. This opinion is shared by both supporters and opponents of the widespread introduction of digital technologies in higher education, with whom we conducted a survey. It is important to note that despite existing disagreements, the transition to digital learning formats is becoming an integral part of the educational process, opening up new opportunities for students and faculty.

The transition to distance learning has revealed the shortcomings of the traditional lecture format, in which the educational effect often depended on the charisma and oratorical skills of the teacher, notes Kirill Prudnikov, head of educational programs for pedagogical practices at Skillbox. The distance learning format has largely neutralized the influence of charisma: if the teacher doesn't develop practical assignments, students lose interest and disengage. However, excessive formality and a lack of interactivity also hinder effective learning. It's important to find a balance between interesting, engaging content and structured assignments to maintain student motivation.

Event-based pedagogy emphasizes the importance of emotions in the educational process. Therefore, online and offline learning formats should not be contrasted. The future lies in integrating these approaches. Some traditional universities are already implementing blended formats. For example, Skillbox's online course "Educational Program Methodologist" has become part of the curriculum for students in the full-time Master's program "Evidence-Based Education Development" at the HSE Institute of Education. This confirms that the optimal approach is a combination of various learning formats and the use of pedagogical creativity to achieve educational goals.

According to Nurlan Kiyasov, online formats should replace traditional methods of interaction and learning. This makes information more accessible and improves learning, as online platforms offer flexibility and the ability to tailor a personalized approach. The use of digital technologies opens up new horizons in education and business, saving time and resources. In today's world, where speed and efficiency are key, the transition to online formats is becoming a necessity to adapt to new realities. Courses that are not relevant to the university's core curriculum; Courses for which there are not enough instructors (this is relevant for new professions); Courses with boring and low-quality lectures and courses that the university is ready to abandon if it does not have enough money to support the classroom workload. The transition to online learning is not simply providing students with access to lecture recordings and ignoring their further education. The effectiveness of online courses largely depends on the quality of student support throughout the learning process. An online course without proper support can be comparable to a textbook left unattended on a desk. It is important to ensure active interaction with students to increase their engagement and success in mastering the material.

A hybrid system, in which online materials are supplemented by in-person classes, is the optimal option. Students can access overview courses containing detailed information through video lectures. However, the practical portion, which involves independent study, should be interactive and lively. This approach promotes deeper assimilation of the material and the development of essential skills.

Olga Chuvorkina, Academic Director of Synchronization, with extensive experience in online education, believes that key course materials are best presented in the format of recorded videos. This approach allows students to pause, rewatch lectures, and absorb information at their own pace. In-person meetings should be organized periodically to discuss complex issues and maintain student motivation. This method will form the basis for our new extensive course on art history, which is designed to deepen knowledge and interest in this topic.

Since many people wonder what is more important for career advancement: higher education or vocational courses, it is worth considering the advantages of each approach. Higher education provides in-depth knowledge and a theoretical foundation, which can be useful for understanding complex concepts in a particular field. On the other hand, vocational courses offer practical skills that may be in demand in the labor market.

It is important to keep in mind that the choice between higher education and vocational courses depends on individual goals and needs. Some professions require a diploma, while others can be successfully mastered through specialized courses.

Ultimately, each candidate must weigh their options and choose the most suitable path to career success.

Read also: Will higher education lose to vocational courses?

Vladimir Nikolaev believes that the future of universities in Russia looks rather bleak. Existing problems in the education system, such as lack of funding, the absence of modern curricula, and the low quality of specialist training, have a negative impact on the development of higher education. This is leading to a loss of competitiveness for Russian universities on the international stage. Furthermore, problems attracting qualified faculty and researchers call into question the prospects of universities developing a new generation of professionals capable of meeting the challenges of the modern labor market. Amidst rapid changes in the global educational environment, Russian universities need to rethink their approaches to ensure high-quality education and meet the demands of the times. Universities in Russia appear to continue to face deterioration. Currently, there are no programs in place to ensure the sustainability of educational institutions and establish long-term policies. Innovations continue to accumulate, creating a constant imbalance and disrupting the equilibrium of existing systems. Without consolidation, this poses a threat to the creation of a stable and viable educational environment. From a professional and personal perspective, this raises serious concerns about the future of higher education in the country. Igor Chirikov shared the results of the discussion, highlighting three key findings that should be considered in the future. Courses vary in their ability and need to transition to an online format. Some courses are easily adapted for distance learning, allowing for greater access to knowledge and greater flexibility for students. However, there are courses that require hands-on interaction or specialized equipment, making them difficult to transition to online. It is important to consider the specifics of each course and its target audience when choosing a learning format. Online courses can offer additional benefits, such as access to a variety of resources and the ability to study at a convenient time, making them attractive to many students. Courses whose content varies little from year to year and are based on standardized lectures for large groups, such as basic mathematics or engineering disciplines, will benefit significantly from the transition to new learning formats. This approach will improve the quality of education, making it more accessible and effective for students.

It is important to consider the instructor's perspective in each individual case. Understanding their role and perspective helps create effective educational interactions. This allows for tailored teaching approaches and tailored to the individual needs of students, significantly improving the quality of education and fostering deeper learning. By considering the instructor's perspective, it is possible to more accurately identify the methods and strategies that will be most effective in achieving educational goals.

Lecturers who enjoy online teaching significantly increase the chances of successful student learning. Physical presence in the classroom is an essential aspect of quality learning for many. However, more and more instructors are recognizing the benefits of online formats, such as flexibility and accessibility. This poses a significant challenge for universities: finding the optimal balance between online and in-person courses. It is important to consider this when developing curricula, offering courses, and creating schedules. Effective integration of both learning formats can improve the quality of education and student satisfaction. Improving the quality of teaching is important regardless of the learning format. Improving teaching methods, using modern technologies, and adapting to student needs contribute to a more effective learning process. Investing in faculty development and updating teaching materials will create the conditions for achieving high results. Focusing on the quality of teaching helps improve student knowledge and meet the demands of the modern educational process. The discussion about lecture formats inevitably leads to the question of what constitutes a quality lecture. There is a general consensus that lectures that consist of monotonous drones without audience interaction have no place in universities. HSE Professor Oleg Zamulin shares this opinion, and one can agree with him. However, the problem is that such lectures remain widespread and occupy a significant place in university curricula. Therefore, it is important for universities to invest in the professional development of faculty and improve the quality of the educational process, regardless of the lecture format. Improving teaching will not only raise the standard of education, but also make it more attractive to students.

Read also:

• What future do international experts predict for universities?
• How to organize an online bachelor's degree and make it attractive?
• Key areas of cooperation between universities and EdTech

Discussing the lecture format inevitably leads to the question of what constitutes a "good" lecture. There is a general consensus that lectures that boil down to "mumbling under your breath while staring at the board" (as HSE Professor Oleg Zamulin noted) have no place in universities. I completely agree with this point of view, but the problem is that such lectures are still widespread and make up a significant part of the curriculum. In this regard, universities need to invest in the professional development of faculty and improving the quality of the educational process, regardless of lecture format. This will create a more effective educational environment and improve the level of student training.