The Future of Higher Education: Why Online Learning Design Still Matters
Rachel Fitzgerald, University of Queensland; Henk Huijser, Queensland University of Technology
As the dust settled from the Covid-19 pivot to online learning, the idea that we could return to pre-pandemic ways of teaching quickly became problematic. Indeed, as higher education continues to face new challenges – like flexible work, remote learning, and the rise of Gen AI – the need for thoughtful online and blended learning design has never been more critical.
With more students (and academic staff) juggling work, family, and study commitments, the traditional model of lectures and exams no longer meets their needs. As universities face declining classroom attendance and a growing number of students work to support themselves, the answer isn’t to revive old practices but to reimagine learning environments that cater to everyone—whether learning occurs in-person, online, or through blended or hybrid modes.
This is especially urgent given the Australian Universities Accord, which sets a tertiary attainment target of at least 80% by 2050, anticipating increasingly diverse student cohorts. The Accord Panel therefore further emphasises the need for “advances in pedagogy... to fulfill the potential of high-quality online and hybrid learning modes” to meet the demands of this growth and diversity (p. 84).
In this context, flexibility must be paired with innovation. We saw glimpses of this during the pandemic, when educators used technologies to innovate and create solutions through interactive online classrooms. Now that we are largely back to normal, it’s time to build upon those lessons instead of letting them fade. Digital tools are not just convenient, they offer new ways to learn. Technologies like virtual reality (VR) and Gen AI offer real solutions that can make even "impossible" tasks, like lab work or field placements, accessible online. Envisage our learners conducting effective virtual experiments or groups collaborating remotely through simulation software.
Adaptive online learning design allows for these innovations to thrive. It’s not about replicating the physical classroom but about crafting unique experiences that leverage the strengths of digital technology. This approach can make learning not only more accessible but also more engaging and fun. We can inject creativity into our teaching methods through gamified learning, personalised AI tutoring, or interactive, student-centred courses, offering learners richer, more meaningful learning experiences.
But it’s not all about the tech. Good online learning design also supports inclusivity. One key lesson from the pandemic was the need for equitable access to education. Online platforms, when well-designed, can be more accessible to learners who face barriers to attending physical classes, be it due to disability, geographic limitations, or economic circumstances.
In our forthcoming book, Navigating the Impossible in Online Learning Design: Adaptive Solutions for Global Higher Education (Routledge, 2025), which is expected to be published in the second half of next year, we explore how to tackle these adaptive challenges head-on. We delve into case studies, share real-world examples, and offer practical strategies for rethinking online teaching and assessment. From virtual laboratories to research supervision, we provide insights into how digital tools can address the ‘impossible’ elements of higher education that are often deemed too challenging to move online.
Ultimately, higher education must embrace change. Universities need to rethink the role of online learning, not as an emergency measure or a second-tier option, but as a critical part of the educational ecosystem. As we move into an increasingly automated, AI-driven world, the ability to teach and learn online will be essential, not only for learners' academic success, but for their future professional lives. It’s time to move beyond ‘business as usual’ and seize the opportunities digital learning offers.
Ready to join us in reimagining education for the future? Follow us for more on how we can shape the future of higher education, one adaptive challenge at a time!
Rachel Fitzgerald, Deputy Associate Dean (Academic) Faculty of Business, Economics & Law, University of Queensland; @rmfitzg.bsky.social
Henk Huijser, Strategic Lead, Educator Development and Recognition, Learning & Teaching Unit, Queensland University of Technology; @huijser.bsky.social