The future of online education

Online education is here. It’s been here for some time, actually. But when the COVID-19 pandemic catapulted the entire world of higher education into a digital environment, a unique, the-future-is-now moment arrived.

And University of Phoenix was ready.

During the pandemic, the University leveraged its standing as an experienced provider of online education to help educators and administrators at other institutions pivot to a virtual learning landscape. It also moved its 6,000 campus-based students and faculty to online classes in the span of a weekend — an aggressive pace, even for a university experienced in online learning.

With the dust of the pandemic now settling, research shows that most students don’t want to go back to classroom-only education.

In a survey of 1,469 students conducted by Bay View Analytics in 2021, nearly half of students “strongly agreed” that they would like to take some of their courses in an online format, and 27% somewhat agreed.

In that same survey, 58% of nearly 1,300 surveyed faculty and administrators reported they were more optimistic about online learning than before the pandemic.

And according to U.S. News & World Report, more students — even “traditional” college-age students — are making online higher education their first choice.

“Online education is no longer a trend because of COVID. It is continuing past COVID. That’s a behavior change we have to consider as we continue to provide flexible learning experiences that fit people’s lives,” says Doris Savron, vice provost of colleges, assessment and curriculum for University of Phoenix.

The trend toward online college classes has occurred alongside another major paradigm shift — a move toward skills-based employer hiring practices. “This is causing students to ask, What skills am I going to learn that employers will value?” Savron says.

In other words, employer behavior has been driving learner behavior — and higher education institutions must respond accordingly. “There is continued pressure among adult learners,” Savron explains. “Students are more time conscious. So, as the behavior of employers changes toward skills hiring, higher ed has to adapt.”

Savron points to University of Phoenix as an example. A dynamic, institution-wide shift to skills-aligned learning was completed in 2023, ensuring that programs not only offer career-relevant skills to students, but that the skills were mapped all the way down to courses. Skills learned in each course — as determined by dedicated assessments — were also made transparent through skills-mapping.

Additionally, University of Phoenix developed a skills profile where students can keep track of their demonstrated and self-reported skills. This empowers learners to showcase their skills as they move through their degree programs and tell the story of what they’ve learned as it relates to their career goals. 

In today’s job market, upskilling and reskilling are essential for many employees who want to stay current, relevant and marketable. The pace of change and new technology requires most job seekers to grow their skills in meaningful and relevant ways. This can look many ways, including:

• Certificate programs: At UOPX, 25 certificate programs in business, education, healthcare and technology empower learners to acquire skills quickly and efficiently. (Many certificates can be applied toward bachelor’s degree programs down the road too.)
• Digital badges: Through digital credentialing leader Credly, badges are a way for students to showcase validated skills, specializations and abilities.
• Professional development courses: Single course offerings can support continuing education requirements and help students add skills and specializations.
• Alumni savings: Alumni scholarships and exclusive tuition rates are available for students who continue their education with University of Phoenix.

Another trend Savron sees in higher education and the workplace is the use of AI.

“Higher education has to be intuitive about how AI is changing jobs. We have to understand these changes and address them (especially as they relate to skills) through our curriculum,” she says.