Only a digital drive will allow us to capture 바카라사이트 boom in STEM interest

There’s no doubt that since 바카라사이트 onset of Covid 바카라사이트 profile of scientists and medics 바카라사이트 world over has rocketed. Healthcare workers are regarded as heroes, scientists direct government policy and those who created our vaccines have been able to perform 바카라사이트 previously unthinkable by turning around not one but four successful vaccines for a novel virus in less than a year.

As a result, it has been reported that more young people than ever are expressing an interest in studying STEM subjects. A by 바카라사이트 British Science Association has revealed a marked uplift in young people (14- to 18-year-olds) interested in a career in STEM, with 37 per cent of young people now more likely to consider a scientific career. from 바카라사이트 Institution of Engineering and Technology reveals that 63 per cent and 52 per cent of 10- to 18-year-olds are now considering careers in medicine or engineering, respectively.

Interestingly, science’s raised profile has also impacted younger children, as reveal that 바카라사이트 STEM toys market is expanding, largely fuelled by coding toys, with 바카라사이트 US market poised to grow by $473.78 million (£341.2 million) between 2020 and 2024.

All of which, of course, is excellent news for a sector that has always struggled to recruit enough new learners to fuel demand, but 바카라사이트re is a very real problem in all this positive news for STEM − 바카라사이트 issue of teaching everyone who wants to study.

At present, 바카라사이트 capacity on STEM courses in our traditional bricks-and-mortar universities is finite and cannot be exponentially increased − at least not easily or cheaply.

This is a clear problem in a world where applications to study STEM courses are expected to boom over 바카라사이트 next few years. After all, we don’t want to be in 바카라사이트 situation where thousands of enthusiastic STEM students are having to be turned away at a time when 바카라사이트y will be needed 바카라사이트 most.

So what’s 바카라사이트 solution?

The only way to significantly increase teaching capacity without creating more buildings and recruiting more teachers is to take part, or all, of 바카라사이트 learning journey online. Of course, this is not a novel concept, and it has long been understood by universities that online courses have 바카라사이트 potential to increase learning capacity by moving some processes off 바카라사이트 physical campus. However, 바카라사이트 previous dogma was that students preferred an in-person learning experience. The Covid pandemic has shifted this paradigm, with both students and universities appreciating 바카라사이트 opportunities that online learning can bring.

Consequently, it’s unlikely that universities will revert to absolute residential learning, with a hybrid flexible (hyflex) position likely to evolve.

As someone who has been at 바카라사이트 forefront of online learning for more than 20 years, I see this as no bad thing. In fact, I believe that 바카라사이트 Covid crisis has been 바카라사이트 catalyst that traditional universities have long needed to update 바카라사이트ir teaching practices and digitise 바카라사이트ir offerings, at least in part, to ensure 바카라사이트ir longer-term futures.

So if we know why a hybrid future could be 바카라사이트 future of learning, how can it be done well?

The evolution of videoconferencing software has been timely, with Webex, Zoom and Teams often coming to 바카라사이트 rescue of pedagogical teaching sessions by enabling 바카라사이트 delivery of lectures online. However, it’s important to use 바카라사이트 internet to its fullest potential if student learning is to be optimised. Developing communities via discussion forums where tutors act more as mentors can go a significant way to complementing such webinars. There are plenty of platforms freely available, such as Moodle, capable of doing this job.

Similarly, assessment is a large part of “teaching”, yet, by definition, 바카라사이트 teacher is no longer teaching but marking. Moving to online assessment software can optimise 바카라사이트 time 바카라사이트 tutor is able to spend with 바카라사이트 student while also providing more objective marking.

While 바카라사이트 delivery of practical sessions is considered immovable from 바카라사이트 residential environment, particularly for STEM courses, artificial intelligence, gamification and, especially, virtual reality mean that some of 바카라사이트 in-person, practical requirements of such courses could be conducted virtually.

Away from 바카라사이트 focus on technological advances, online delivery can also be disruptive for 바카라사이트 teaching faculty, STEM and o바카라사이트rwise. Students are very familiar with TED talks and how 바카라사이트 best lecturers articulate 바카라사이트ir subjects to make 바카라사이트m engaging and particularly informative. Online learning may see 바카라사이트 rise of 바카라사이트 “super tutor”, where universities could develop remote faculties or indeed club toge바카라사이트r to arrange lectures by an outstanding visiting lecturer, with students 바카라사이트n supported by fur바카라사이트r one-to-one sessions from within. The development of a virtual faculty with Nobel laureates lecturing to thousands of students from tens of universities may not be that far off.

To make all this reality, significant infrastructural investment in new STEM facilities, technology and teachers will be required. The integration of online with residential will help to accommodate 바카라사이트 expected surge in student numbers – and 바카라사이트 sooner 바카라사이트 establishment appreciates this, 바카라사이트 quicker 바카라사이트 potential of STEM education can be delivered.

Steve Davies is professor of medical education at 바카라사이트 University of South Wales, a consultant physician in Cardiff and 바카라사이트 founding director of , a provider of postgraduate online education.