Discussing the barriers to a widespread adoption of online qualifications, delegates at Boundless Learning‘s UK Partner Appreciation event last month agreed that some employers believe that those with a digital degree are less desirable than graduates who physically attended an institution while completing their studies.
In a session led by The PIE’s CEO Amy Baker, representatives from top UK universities shared that more could be done by institutions to promote the benefits of online learning – which may suit some students better than attending their program of study in person.
“It’s a PR issue in some cases,” one university representative suggested.
Other agreed, positing that – in their experience – students who have graduated from an online program have had the same level of training than their peers who physically attended sessions. Not only that, but they can often better articulate the learning outcomes of each module in their course.
“You just need to go to graduation [ceremonies] to hear about what people have done with their degrees – got jobs, promotions, etc,” one delegate noted.
The event – held in central London in January – brought together experts in online learning, institutional partners and leaders at Boundless Learning, an edtech company specialising in digital learning solutions.
We have to take into account that some people, regardless of age, have different learning styles
Delegate, Boundless Learning UK Partner Appreciation event
Delegates discussed how the Covid pandemic – during which the majority of students had to carry out their learning online due to social distancing restrictions – changed the perception of online studying.
One university representative shared that, in this way, the pandemic helped to challenge the “bias” against online programs from some employers.
Another suggested that some of this prejudice could be generational, pointing out that hiring managers are likely to be of an older generation and therefore less likely to have experienced the benefits of studying online.
Most delegates were in agreement that institutions can and should do more to help students promote the skills they picked up during their online degree, and that helping them in this area could help combat the negative perception of digital learning.
But it was agreed that – whatever the perception of online learning in some quarters – offering digital qualifications is more appropriate for some students due to factors such as location, ease of access and other needs or preferences.
“We have to take into account that some people, regardless of age, have different learning styles,” remarked one delegate.
With the rise of AI platforms such as ChatGPT, delegates accepted that there is a perception that online examinations are perceived to be easier to cheat on compared to in-person tests.
One solution to this could be to teach programs online but to examine students at in-person test centres, it was suggested.
Neil Mosley, digital learning consultant, also addressed delegates at the event about the cost of marketing to the online-leaning learner and the need to be better at SEO tactics when doing so.
He cited an audit on the University of Arizona that showed its massive spend on Facebook and Google advertising resulted in the enrolment on just 1% of those reached – equating to a marketing spend of $11,521 for each student who enrolled due to one of these camaigns.
“I think there is a need to think more broadly about sustainable management and more long-term ways [to consider] marketing recruitment,” he told the audience.
One US study indicated almost one-third of respondents did not prioritise SEO and keywords in considering how to attract online learning applicants, he explained.
The online learning sector has boomed in recent years – expected to be worth USD$203.80 billion in 2025. And it is only expected to grow in value, with estimations that the sector will be worth USD$279.30bn by 2029.
