Learning in 2033? Predicting the Future of Online and Blended Learning

What will online and blending learning look like in 2033? That was the question I was asked recently. I, not a prophet nor a psychic had to ponder this question for a while before coming up with an educated guess. As I continued to think about the question, more came to my mind. What strides will the communication infrastructure take? Will web connectivity span across the globe, or will digital disparity persist? How will the digital divide manifest and influence lives in this new era? All these questions run through my mind creating uncertainties that overshadow the future of online and blended learning.

As negative or realistic as my view of the future is, depending on how you would like to interpret that first paragraph, the future of online and blended learning will probably have a bright future.The Telecom Network Infrastructure Market Outlook forecasts a future of seamless online learning experiences. Smart devices and swift internet connections are bringing in an era of global connectivity, which is evident already through social media platforms like Instagram, discord, WeChat, and more. However, advanced technologies like 5G, High-speed internet, low-latency connections, and common access to communication tools will allow for more areas in the world to be reached, providing inclusive access (FMI, 2023) and making online education more within reach. 

Even though online education may be more accessible in 2033, adoption of it may not be universal. The Global Information Technology Report by the World Economic Forum shows a variety of technology adoption and readiness among nations, creating potential variations in tech trends worldwide (Baller et al, 2016). An example of this readiness was seen during the COVID-19 pandemic as institutions, both public and private, were forced to switch to an online format for the safety of their learners and faculty. In regards to just K-12 education, depending on where you live in the world you may or may not have had access to eLearning due to internet connectivity or technology access. Depending on the country, the preparation teachers had to use eLearning technologies varied vastly, from 63% of teachers in Singapore feeling prepared versus some American teachers, like myself, just figuring it out on the fly (Burns, 2020). These variations created and are still creating opportunities through the growth of educational resources and Massive Open Online Courses (MOOCs), where accessibility to education on any platform is becoming a universal right (UNESCO, 2023). 

With education being a universal right, technologies that will be able to support or enhance the accessibility of learning will flourish. For example, Virtual Reality (VR) and Augmented Reality (AR) along with Artificial Intelligence (AI) can be used to create immersive experiences that can adapt to the learner, personalizing their learning journey. If we were to take it a step further, combining AR/VR with MOOCs a large community of online learners could be set up to discuss content in real-time “face to face”. Can you imagine it? You put on your VR headset, next thing you know you are in a virtual environment with your peers and instructor either talking about your insights related to the content being learned or applying the knowledge you have in an immersive simulation without leaving your home. 

Interactivity is going to be common practice in the creation of online content. Learning platforms will become dynamic ecosystems that will incorporate gamification, simulation, or other interactive elements to allow students to be active participants in their learning. As mentioned by Vickers and Shea, Communities of Inquiry (COI) will have a large impact on this as it encourage connection opportunities to allow for a deeper understanding of the content and increased satisfaction in learning (Whiteside et al., 2022). This interactivity can take place through the Learning Management System (LMS)’s integrated communication technology, social media, or through other means but it will allow the students to make a personal connection with the content.

Through this personal connection, online and blended courses will not only emphasize specific subject knowledge but also soft skills, such as communication, critical thinking, and creativity. This is due to the growing need to re-teach/teach these skills to the new generation. Something I hear a lot these days is people don’t know how to interact with each other anymore. This could be due to the world shutdown due to the pandemic or the reliance on devices to communicate. In addition to this, in 2033, more tasks will be automated. It is already happening today as AI becomes more accessible to the public. With AI automating more routine tasks, soft skills will become critical assets in the AI era in professional settings (Koumparaki, 2023). I also believe more educational institutions at all levels will see this need and incorporate it into all of their course offerings in some form. 

Credentialing and accreditation are expected to transform alignment with the evolving nature of online and blended learning. Alternative forms, such as digital badges, micro-credentials, and competency-based assessments, may gain wider acceptance (Simonson et al., 2015). Responding to the demand for flexible assessment methods in a personalized learning environment, these innovations could supplement or replace traditional degrees. Learners may showcase a portfolio of digital credentials, demonstrating strengths and expertise in real-world applications. This will allow individuals to demonstrate their capabilities in real-world applications, reinforcing the practicality and relevance of their education. 

Overall, the future of online and blended learning in 2033 appears to hold promise with its integration of advanced technologies, global collaboration, and emphasis on essential skills. Enhanced communication infrastructure, inclusive access, and immersive technologies suggest a more engaging and adaptive learning environment. As we anticipate these advancements, it’s crucial to address the digital divide, promote global collaboration, and balance technological innovation with human-centric education. As education becomes increasingly accessible, assessment models will become more flexible - assessing competency in skill. In essence, the future of online and blended learning is characterized by innovation, accessibility, and a commitment to nurturing a well-rounded learner. It will be interesting to see if any of this holds true in 10 years. Until then, I look forward to seeing how it unfolds. 

References:

Baller, S., Dutta, S., & Lanvin, B. (2016). The Global Information Technology Report 2016: Innovating the Digital Economy. World Economic Forum. https://www3.weforum.org/docs/GITR2016/WEF_GITR_Full_Report.pdf 

Burns, M. (2020, May 13). We Are All Distance Learners: Online Education Across The Globe - Part 2. eLearning Industry. https://elearningindustry.com/distance-learners-online-education-across-the-globe-part-2

Koumparaki, E. (2023, December 12). The future of L&D: Top eLearning trends for 2024. talentlms. https://www.talentlms.com/blog/elearning-trends/

Simonson, M, Smaldino, S., & Zvacek, S.M. (Eds.). (2015). Teaching and learning at a distance: Foundations of distance education (6th ed.). Information Age Publishing. Incorporated.

UNESCO, (2023, February 2). Bridging the digital divide and ensuring online protection. The right to education. UNESCO. https://www.unesco.org/en/right-education/digitalization

Whiteside, A.L., Garrett, D.A., &Swan, K. (Eds.). (2017). Social Presence in online learning: Multiple perspectives on practice and research. Stylus Publishing, LLC.