By Ryan Lufkin
Before the COVID-19 pandemic, online courses were often dismissed as inferior—seen as lacking rigorous pedagogy and clear, measurable outcomes. For-profit online institutions in particular were frequently labeled “diploma mills.” The pandemic, however, forced a broad re-evaluation. As remote work became accepted, attitudes toward online learning shifted dramatically.
Recent research confirms this change in perception: a large proportion of students now view online programs as viable and attractive. While much discussion has focused on what students miss without an on-campus experience, educators and institutions have also found that well-designed online courses can match the engagement levels of in-person classes and outperform very large lecture formats. Intentional design, clear learning objectives, and thoughtful interaction strategies make online learning effective and engaging.
Not every program is suited to a fully online format, but student expectations for classroom technology have permanently changed. Blended or hybrid learning—combining face-to-face instruction with online components—has become the new norm. This approach is supported by technology platforms that help instructors organize content, streamline communication, and standardize workflows. Most importantly, blended learning leverages the strengths of both modalities: the flexibility of remote access and the immediacy of in-person engagement.
As colleges and universities plan for this “new normal,” a consistent, institution-wide strategy for technology-enhanced learning is essential. A unified approach makes it easier to scale innovations, ensure quality, and address the next wave of challenges in higher education.
Lifelong Learning – it’s the journey, not the destination
Undergraduate enrollment across North America has declined in recent years, a trend amplified by the pandemic. This shift predates COVID-19 and is tied to factors such as rising student debt and growing skepticism about the long-term value of a traditional degree. Many learners began seeking alternative paths to well-paying careers, and some employers have created credential programs that bypass the traditional degree model.
Amid uncertainty, new opportunities have emerged. Demand for upskilling and reskilling among adult learners has increased. Since 2020, many adults have changed careers or considered new roles—choices that often do not require a full two- or four-year degree. For many, non-degree options are faster and more affordable than traditional degree programs.
Surveys and research indicate that skills-based learning is now a priority for many students: clearly defined skills and competencies often matter more than course titles or the credential itself. At the same time, longer lifespans and changing career patterns mean more people will return to learning later in life, pursue second careers, or start businesses. Higher education must adapt to serve adult and non-traditional learners who enter, leave, and re-enter the education system over time.
Colleges and universities are responding by expanding pathways for adult learners: certificates, microcredentials, bootcamps, and other non-degree programs are proliferating. Blended learning is a crucial component of these new models because technology platforms allow instructors to update content quickly, support varied learning modalities, and reach learners who need flexible schedules. Blended courses can be tailored to different audiences, making them ideal for lifelong learning and workforce development.
The world is changing faster than ever before
Instructional methods that were current just a few years ago can quickly become outdated. That makes it imperative to meet learners where they are—online and on mobile devices—and to prepare for emerging technologies that will shape learning experiences.
Smartphone ownership among college students is nearly universal, and mobile devices play a central role in how students access course materials and communicate. Recognizing mobile as a primary connection point—rather than a distraction—allows institutions to expand access and inclusion, especially for students who lack consistent access to laptops or campus computer labs. Designing courses and platforms for mobile-first use helps reach learners wherever they are.
Embracing mobile access also opens the door to more immersive technologies. Augmented reality (AR), virtual reality (VR), and other interactive media have the potential to deepen learning by providing experiential, practice-based environments that complement traditional instruction. Some institutions are already experimenting with VR to create emotionally engaging, immersive learning experiences that extend beyond the classroom.
While fully immersive platforms and widespread VR adoption remain emerging trends, the direction is clear: to thrive in the coming decades, colleges and universities must create online and blended learning experiences that are as compelling, accessible, and effective as their on-campus offerings.
About the author
Ryan Lufkin is Vice President of Product Marketing at Instructure, the company behind the Canvas learning platform. Instructure’s platform supports millions of educators and learners worldwide. Ryan has worked with colleges and universities in educational technology for more than 20 years.
This article was originally published by The Learning Counsel, a research institute and media hub focused on the shift to digital curriculum in education.