Higher education blog

Explore insights, trends, and research that impact teaching, learning, and leading.

  • Revolutionizing Education: The Impact of AI on Learning and Teaching

    Embracing Change

    The questions surrounding AI have drastically changed within the past year. Questions surrounding technology range from “what is this?” to “what are its limits?” In the dynamic landscape of higher education, AI has been a transformative force, reshaping the way faculty teach and students learn.

    Earlier this year, Pearson conducted a survey focused on generative AI (GAI) and ChatGPT in higher education, to examine faculty sentiment. Recently, Pearson revisited that survey, releasing it a second time to evaluate how feelings toward, and actual usage of, GAI has evolved. In just 6 months, a shift has occurred. There has been a 14% decrease in the level of concern for ChatGPT, and now over half of the respondents have familiarity with ChatGPT and its applications within education. This shift in perception paints an inspiring picture of an educational community willing to discover the transformative potential of GAI.

    The Influence in Higher Education

    Many believe that AI holds the power to revolutionize education – the degree of change remains up for debate. Some instructors aren’t yet making changes to their courses. Others are discovering a powerful ally in GAI when it comes to tasks like grading homework and enhancing course materials. Integrating AI into their workload allows instructors to save time and refine their courses to focus on their students.

    Enthusiasm or Concern?

    In the initial release of our survey a significant portion of participating instructors had reservations about the potential benefits of generative AI - this “game-changing technology.” Many respondents struggled to envision how GAI could benefit them. When the question was revisited this fall, one instructor commented that ChatGPT gives their students a “running start on their writing” allowing them to start with a structured foundation rather than a blank page. They found that “students can produce better papers when they use ChatGPT productively.”

    Results this fall indicated that the percentage of faculty who are “excited” or “enthusiastic” is almost equal to the number who responded as “concerned” - 28.6% and 26.7% respectively. Faculty are leaning into GAI as another tool for learning and developing new content. Conversely, some expressed concern surrounding cheating, academic dishonesty, and plagiarism detection. In fact, one instructor believes “students who wish to do minimal work now have an amazing new way to cheat, and they are definitely doing so!” To help combat these concerns, some faculty are having open conversations with their students, and instructors are adjusting their testing protocol.

    “This is really going to make us think about authentic assessment, and what learning means. Students are going to need to be able to use the technology to create code, aggregate data. But how will they know what to ask and if the answer is reasonable,” a faculty member commented. Furthermore, someone else said that ChatGPT presents the opportunity for students to think more critically and to fact-check more often.

    Charting a Course Forward

    When first distributing the survey, a notable 40% of respondents initially believed ChatGPT would change the industry, and have an immense impact on them. However, upon revisiting this question in the more recent survey, only a modest 10% of respondents experienced a discernible influence from the GAI tool. It is not uncommon to harbor apprehension towards change; however, sometimes it is not as daunting as it seems.

    Since individuals and organizations are working through how to use this technology at the same time it continues to develop, many instructors have had to (or plan to) adjust their course requirements. Some are increasing citation requirements or making assignments more interactive. This journey of transformation effects all disciplines. One writing composition instructor started using ChatGPT in their class earlier in the year, and now has integrated it into their lesson plans. They explain that their “students love learning what it does well and what it does poorly, and by exploring its capabilities, they learn a lot about writing expectations and standards.” Thus, by integrating ChatGPT into their lesson plan, this instructor is guiding students to think critically about GAI and its competencies. Another instructor uses it to demonstrate how to compose code in other languages and plans to continue to adapt their class as GAI grows.

    Embracing these tools as part of a collaborative teaching effort is the path forward. As one instructor comments, “students are going to need to be able to use the technology to create code, aggregate data, but how will they know what to ask and if the answer is reasonable?” When using AI in a partnership alongside traditional teaching, the instructor can step in, judiciously apply these tools, and help students discern when to employ them versus where conventional methods are more appropriate.

    A Vision for the Future

    The shift to familiarity and adaptation of ChatGPT and other GAI brings a new era of higher education. Similar to other major societal shifts, higher ed faculty find themselves with the opportunity to help lead the charge in forging this new path for themselves and their students by creating guidelines, and understanding how best GAI can be used. Even if you’re still reticent to embrace it, consider a common sentiment from our survey respondents - GAI creates the opportunity for open dialogue with students.

  • How faculty can use etextbooks to encourage students to read

    Why don't students do their assigned readings? Many aren’t motivated to read through dense pages of information. eTextbooks have encouraged more students to read because of its interactivity and convenience.

    But technology alone doesn't improve learning. Instructors play the most important role in encouraging students to read.

    2015 Educause study looked at how an instructor’s use of eTexts affects student reading and learning. It found that 70% of students preferred eTexts over paper textbooks because of instructor highlights and annotations. This feature is just as important to them as the eText saving them money.

  • The 7 Pillars of Inclusivity

    In higher education, students have needs and aspirations based on the diversity of their lived experiences, and they bring their rich social and cultural backgrounds with them when they learn. To serve all students, educators need to widen their teaching methodologies and perspectives to serve varied characteristics and preferences1. They also need to consider factors such as age, learning styles, strengths, improvement areas, and more to develop inclusive and active learning strategies in their classrooms. 

    The ‘7 Pillars of Inclusivity’ can help educators incorporate inclusive practices that value diversity and embed equity in the classroom.  

    What Are the 7 Pillars of Inclusivity?

    To create an inclusive classroom, educators must keep their students at the center of learning and provide an environment that enriches their learning outcomes.2 Educators can follow seven strategies to welcome all students into an inclusive classroom experience.

    1. Access

    An accessible learning environment is one where students don’t experience any barriers to education. It’s vital that educators ensure accessibility for students with special needs, learning disabilities, and neurodivergence, and for students who come from diverse language, economic, and cultural backgrounds. If implemented well, a focus on equitable access will set up all students for successful learning outcomes.

    Educators can create an accessible and accepting classroom by incorporating the following practices

    • Design an inclusive and high-quality curriculum targeted towards positive learning outcomes.
    • Provide accessible educational materials and software that meet the learning needs of students with physical and/or cognitive challenges so as to help them learn their best and feel a sense of belonging.
    • Make sure learning materials are representative of and relevant to all students so that those whose first language isn’t English or who come from under-resourced communities will see themselves in what they’re learning and feel like they belong.
    • Support all students by forming collaborative groups for projects when possible.
    • Build relationships with students so you understand them and learn how to differentiate instruction to meet their learning needs whenever possible.
    • Adopt active learning strategies that motivate students to take initiative.3 A healthy mix of reflective, movement, or discussion-based lessons and projects can be targeted toward achieving behavioral and cognitive objectives.
    • Providing scholarships for deserving students. 
    • Being more approachable and responsive to students’ queries.

    2. Mindset

    Making the classroom inclusive requires a growth mindset, which encourages an openness to understanding the diversity of students’ lived experiences. Implicit biases can pollute a growth mindset and cause educators to lower their expectations of students who require specific support to be successful.

    According to the American Psychological Association, an implicit bias is a negative attitude toward a specific group of people of which one is not consciously aware.4 Implicit biases can include prejudices toward learners who come from low income homes, have unique cultural backgrounds, or are differently abled learners.

    Educators can maintain a growth mindset by identifying their implicit biases, resolving them, and focusing on setting high expectations for all students. 

    Identifying implicit biases

    Practicing self-reflective techniques or collecting responses/feedback from students and colleagues can be great ways for educators to identify their implicit biases.5

    • Self-reflection and assessment involves focusing on teaching and assessing methodologies and recognizing how those are influenced by underlying social, economic, or cultural prejudices. Educators can keep a record of their teaching methodologies, experiences, and growth through personal journals and go back to see if they have changed past behaviors or not.
    • Seeking responses through observation sheets filled out by students or peer reviews from trusting colleagues can provide educators with honest opinions about their behavior toward inclusion, diversity, and equity in the classroom. 

    Both these techniques can help educators identify areas of their teaching, curriculum, coursework, and assessing styles that are not inclusive or engaging and implement improvements.

    Creating a positive and collaborative campus culture 

    A positive attitude6 that’s grounded in a growth mindset positions educators to express the values of diversity, equity, and inclusion in their words, actions, and classroom practices. Students who feel seen, heard, and welcome are more likely to succeed in class.

    On a larger scale, institutions can support diversity by promoting a positive and collaborative campus culture with events that create opportunities for all students to connect and explore differences and commonalities with each other. Educators should encourage students to attend these events and be a part of the inclusive learning community. 

    3. Student Choice

    Choosing to express themselves can help students be more involved in the learning process. Educators can give students a chance to voice their opinions through in-person conversations  where they share feedback about the coursework, projects, and teaching style. By being more approachable and attentive, educators can better understand their students’ challenges and devise curriculums or solutions that enable strong performance and active learning. 

    4. Partnerships

    Educators can promote partnerships in the classroom and school to instill inclusive learning structures and pedagogies. These can include:

    • Collaborative initiatives or group projects where students are not grouped per their perceived ability levels.7 This encourages students to engage with each other, exchange thoughts and ideas, value group members’ diverse perspectives, and work to achieve common goals instead of feeling left out or experiencing the stigma of being in a low-performing group.8
    • Guest speaker events where the institution/educator expands classroom or campus diversity by inviting guest speakers to share stories that are new and different. These stories can inspire students to enlarge their worldview.
    • Collaborations with other educators to provide a more enriched learning environment. 

    5. Explicit Communication

    At the start of a course, educators can establish rules related to their coursework and class culture to set expectations for performance and collaborative behavior. They can encourage healthy communication practices by first being available to speak to all students and then organizing events or collaborative projects to ensure students learn to listen to and understand each other. 

    Engaging with students through in-person or email conversations can help monitor their academic development and struggles. Educators can connect with students to discuss their progress or performance and highlight achievements and areas of improvement.

    6. Policy

    Higher education institutions can advance inclusivity, diversity, and equity by establishing policies focused on supporting students based on their specific needs. For example, while affordability is important to all students, it is especially important to those without personal or family wealth. A policy of providing grants and scholarships to students with real financial need can be the difference between those students being able to enroll and learn and them not being able engage in higher education at all. A culture of equity depends on policies that consider real-world needs and ensure that inequitable barriers don’t prevent students from being part of the community.

    7.Opportunities

    Higher education institutions and educators need to ensure that all students have an opportunity to access and complete their education. Diverse classrooms adopt strategies that motivate, support, and enhance students’ strengths and academic performance. 

    Educators can support their students’ talents and potential by considering the various needs of their diverse student body and designing assessments and grading systems that are inclusive of and accessible by everyone. This can give all students the opportunity to succeed in their education.

    In an inclusive higher education environment, educators model a positive growth mindset and provide opportunities for students to collaborate with and learn from one another. This is the key for supporting the success of all students, no matter their lived experiences. 

     

    References

    1. Diane Casale-Giannola and Linda Schwartz Green, 41 Active Learning Strategies for the Inclusive Classroom Grades 6–12 (USA: Corwin, 2012), 4.
    2. Diane Casale-Giannola and Linda Schwartz Green, 41 Active Learning Strategies for the Inclusive Classroom Grades 6–12 (USA: Corwin, 2012), 6.
    3. Diane Casale-Giannola and Linda Schwartz Green, 41 Active Learning Strategies for the Inclusive Classroom Grades 6–12 (USA: Corwin, 2012), 6.
    4. “Inclusive Teaching Strategies”, Yale Poorvu Center for Teaching and Learning, accessed May 12, 2023, https://poorvucenter.yale.edu/InclusiveTeachingStrategies.
    5. “Implicit Bias”, American Psychology Association, accessed May 12, 2023, https://www.apa.org/topics/implicit-bias.
    6. Tim Loreman, “Seven pillars of support for inclusive education: Moving from “Why?” to “How?”. International Journal of Whole Schooling Vol. 3, No. 2, (2007): 24.
    7. Tim Loreman, “Seven pillars of support for inclusive education: Moving from “Why?” to “How?”. International Journal of Whole Schooling Vol. 3, No. 2, (2007): 29.
    8. Tim Loreman, “Seven pillars of support for inclusive education: Moving from “Why?” to “How?”. International Journal of Whole Schooling Vol. 3, No. 2, (2007): 29.
  • What education experts are saying about ChatGPT

    ChatGPT is game-changing technology. As a large language model tool designed to respond to prompts based on a wealth of information it already possesses, the program has taken artificial intelligence (AI) to a new level. With just a simple request, ChatGPT can write essays, poems, computer code, and more. While some of those working in higher education are concerned about ChatGPT, many see great potential in AI technology.

    Recently, Pearson hosted a well-attended AI webinar featuring a panel of education experts and innovators. Part of the conversation centered on helping educators better understand what ChatGPT offers. But the overall focus of the event was to provide perspectives and glean insights on what emergent AI technology means for educators now and in the near future.

    The panelists began by discussing how ChatGPT is changing education. “This is historical,” said panelist Erran Carmel of the American University’s Kogod School of Business. “This will change everything.” Carmel and the other panelists went on to provide plenty of insight on the ways faculty can best embrace AI technology and benefit from it.

    ChatGPT Concerns & Alleviations

    Among those in higher education, the top three concerns surrounding ChatGPT and other generative AI include:

    • Will it be harder to engage students in critical thinking and learning?
    • Will cheating be more common and more difficult to detect?
    • Will students leave school unprepared to contribute to the world?

    While the panelists for Pearson’s webinar acknowledge the potential downsides of ChatGPT, they also recognize the many opportunities. And they have a lot of good advice on how to approach ChatGPT and related AI technologies going forward. This advice includes:

    1. Adapt a growth mindset

    In a recent Pearson survey, fewer than 15% of educators are ready to embrace ChatGPT. But the webinar experts agree that reticence is not the best approach. Instead, the experts recommend that educators familiarize themselves with AI technology and focus on the ways it can benefit teaching methods and student learning. Randy Boyle of Weber State University drove home the importance of embracing the technology when he said, “The organizations that are saying ‘how can we use ChatGPT to enhance our education’ are going to win.”

    2. Bring AI into the classroom

    “Innovative faculty find innovative ways to use disruptive technology.” 

    Panelist Darcy Hardy of Anthology Education and Research Center made this point early in the discussion and the other experts agreed. Instead of banning ChatGPT and similar AI technology, the panelists advocate for teaching it. They suggest designing assignments that teach students how to use AI tools like ChatGPT and how to differentiate between generative AI and human-created works. Doing so can help students understand the applications and limitations of AI. Even simple projects where students critique work done by AI can help them see where AI provides value versus where humans provide value. Such lessons can help students prepare for a future with AI while also helping educators learn more about the ways students use and interact with the technology.

    3. Discuss the impact of AI on the future  

    As generative AI technology continues to improve, it will become capable of doing more tasks at a more complex level. However, this is not the same as replacing human critical thinking and expertise. Both faculty and students can learn how to incorporate AI to be more effective at their respective teaching and learning.

    4. Normalize citing AI

    When used properly, ChatGPT can be a student’s co-pilot. It can help them brainstorm, improve phrasing, and learn new concepts. The webinar’s experts recommend educators determine how they would like to incorporate ChatGPT into their classroom and set guidelines for students to follow. Panelist Anna Mills of City College of San Francisco said she teaches critical AI literacy and believes in “setting a norm of transparency and labeling of AI text.” She recommends students clearly label any portion of an assignment that was generated with ChatGPT or another AI tool—just like they would cite other sources.

    5. Reinforce the value of writing

    Yes, ChatGPT can write an essay. But how does that improve learner outcomes? The panelists agree that writing encourages critical thinking and students need to engage in it. To ensure they do, educators should reinforce the value of writing and set boundaries to ensure the development of critical thinking.

    6. Continue to follow core teaching methodologies 

    Just because technology is evolving doesn’t mean the foundational best practices of teaching have changed. Building a rapport with students, assigning drafts and edits, and being active in student learning can help students understand the value of education and use ChatGPT as a tool rather than a substitute for learning.

    7. Modify the curriculum

    Cheating has been an issue in education for a long time. And, every time technology has changed, new methods of cheating have arisen. In other words, “innovations” in cheating is not a new problem. Educators can respond to ChatGPT in the same way they have responded to other new technologies over the years: they can adjust the curriculum to help prevent the new methods of cheating and ensure students are absorbing the material. “The academic integrity issues are important,” said panelist Erran Carmel, “but we should focus on learning… Let’s not get distracted by [the cheating aspect].” 

    What is the expert consensus on the future of ChatGPT in higher education? 

    The panelists who participated in the webinar all agree that we are in a historic moment of change—and the potential for positive change is high. To make the most of the moment, institutions of higher education should embrace ChatGPT and learn how to make use of it.

    “From a global perspective on education, I could not be more excited,” said Darcy Hardy. The statement echoed the sentiments of all the panelists. There are always challenges when it comes to new technology but, with the right approach, ChatGPT and other generative AI tools can change education for the better.

  • Person writing at desk

    Studying Techniques: A guide to organizing your approach to studying

    By Caleb Ripley

    A good approach to how you study can make all the difference in your ability to feel prepared on exam day. This blog covers spaced repetition, active recall, and Feynman technique as studying methods to help you prepare for any quiz, assignment, or exam you may have as a post-secondary student. Regardless of your major, or field of interest, these study habits will make you retain what you learn and genuinely understand the content. In this way, these techniques can improve your overall academic performance by streamlining how you think about studying. The best part is that these techniques are evidence-based revision and study techniques, meaning you can trust their efficacy.

    Spaced Repetition – Refining learning

    • Fundamentally, spaced repetition allows you to utilize flashcards (virtual or physical) to space out the content you need to know over days, weeks, and months leading up to an exam. This is contrasted by cramming where you overload your mind with a lot of content in a short period and forget most of it after the assessment. Spaced repetition helps with memorization and comprehension, and it helps to reduce the “forgetting curve” which is essentially a theorem that suggests that we forget things consistently over time at an exponential rate (where % remembered is on the y-axis and time is on the x-axis). To prevent this deterioration of knowledge, you can repetitiously practice what you’ve learned through active recall at points along the forgetting curve which slows down the forgetting process, and over time you start to remember increasingly more of what you read and take notes on. This counteracting of the forgetting curve through active recall techniques allows for spaced repetition to be the most intuitive and straightforward way to organize your thoughts and structure your understanding of various topics so they stick. What you may take away from the forgetting curve is that the more your brain must work to understand something, the stronger the encoding process is. There are three easy steps to implementing spaced repetition in your studies. First, use google spreadsheets and create a different sheet for each course and, within each subject, list what you need to review in the first column (A). Second, write the date you revised that topic in the next column. Continue this to track your spaced repetition of each subject. Finally, color coat each revision date in Green for proficiency, yellow for moderate, and red for struggling. In doing so, you can optimize what you’re focusing on so that you can improve in the areas that are giving you the most difficulty. As time progresses, your red areas will move to yellow and then green, and your understanding will broadly improve as well. In closing, focus on the topics you have marked as red and optimize your approach to studying these red topics so that you can balance out what you need to know.  

    Feynman Technique – Approaching Learning

    • Albert Einstein said, “you don’t know something well if you can’t explain it to a child”. This principle is what guides the Feynman technique which is a technique designed to help you understand complex subject matter by deconstructing its components and individually grasping each idea. In this sense, you will have broken down, easier-to-understand concepts that add to the sum of the larger and more complex idea. One way to utilize this technique is to take a broad idea such as, “Why do economies of scale reduce the cost of production?” and break it down into smaller components such as “Why do costs fluctuate?,” then you ask yourself, “Why can I get something cheaper from wholesalers?” then you can start to further elaborate on these simplified questions to have a more intuitive understanding that costs fluctuate due to factor input costs, and these input costs are variable. The larger a corporation, the larger its production scale, and this capacity leads to a decrease in cost per unit of output which further enables an increase in scale and reduced costs of production which translates into lower prices for the consumer. Take these questions, and “teach them” to yourself or others in a study group. Finally, the Feynman technique adds value to your studying routine for four key reasons. First, it helps you identify important topic areas. Second, it allows you to deconstruct these complex topics and break them down using simple language. Third, you can use this simple language to better grasp the problem areas which, when resolved, leads to a more intuitive understanding of the content. Finally, this technique allows you to then take your intuitive understanding of the individual parts of the complex idea and transfer this understanding to other topic areas clearly to you and easy to utilize.  

    Active Recall – Learn, Elaborate, Regurgitate.

    • The point of active recall is to retrieve information already in your brain to elaborate on the newly learned subject matter. Essentially, active recall is based on asking yourself questions and retrieving information from your brain rather than trying to simply put novel information into your brain. For example, while reading a chapter in your textbook, it is more helpful to create questions based on the key areas of each paragraph. Use the previously mentioned spaced repetition, to go back and answer those questions at the end of the chapter, and make sure that you’re connecting the subtle details. For example, active recall for a biology student may include reading a chapter in Neurophysiology, and writing down essential questions such as, “Why does negative feedback result in an oscillation of the controlled variable?” or, “What is Einstein’s diffusion equation and what is D for ACh?.” In doing so, you’re engaging with the content at a deeper level and you’re enhancing the retrieval proposal. To create an actionable plan to utilize active recall, you should follow this three-step structure. First, write down questions while reading the chapter or lecture notes. Second, go back to the end of the chapter and answer those questions from memory or lecture notes. Finally, have a colour coating system. For questions, you couldn’t answer at all mark them red, for questions you could partially answer mark yellow and for questions that you had an easy time answering mark them green. In closing, active recall is beneficial for four key reasons. First, it is versatile meaning it can allow you to streamline and optimize your learning experience regardless of the subject. Second, it allows you to constantly test yourself so that you are aware of what you don’t know. Third, it saves you time by optimizing what you focus on, and it improves the depth and breadth of your knowledge. Finally, it highlights your mistakes because you’re forced to retrieve the answers to your questions from memory and this identifies specific gaps in your knowledge.

    In conclusion, we’ve discussed Spaced Repetition, the Feynman Technique, and Active Recall as functions of a good study routine. Collectively, these are evidence-based learning techniques that have been proven to optimize the way students approach knowledge acquisition, their ability to retain what they study and most importantly they improve the brain’s ability to overcome mental obstacles; such as the so-called “forgetting curve” which, when ignored, puts constraints on the amount of information that can be effectively processed. It is through techniques like these that students can improve their academic performance. Best of all, the Pearson suite of products (MyLab, Revel, Mastering...,) includes an easy-to-understand interface that allows users to utilize the above techniques in real-time. For example, in Pearson MyLab, three important tools relate to the above-mentioned study techniques. First, “Demo docks” walk students through how they will solve the problem if they get it wrong. Second, a “study plan” is an option that allows students to engage with active recall and focus on improving in areas they’re struggling with automatically through the software. Finally, the ability for students to interact with the interface and answer questions, create a study plan, highlight their textbook, and takes notes means that all their learning needs are in one place, and this reduces the obstacles to learning and improves your experience as a student.  

  • Understanding Goals and Progress - What Is a Goal?

    By Caleb Ripley

    Congratulations! You’ve been admitted into the next chapter of your life and as the visions of future achievements start to flood your imagination, I wish you the very best! Higher education can be a rollercoaster at times, and I would like to offer a three-step approach so that you can achieve your maximum potential and sidestep some of the mistakes that others have made. First, is to define what a goal is, then we look at how to set yourself up to achieve the goals you set and finally we look at the importance of being consistent.

  • 3 Tips for Balancing Academics, Work, and Extracurriculars as an Incoming First-Year University Student by Marianna Hsu

    Going into university is such an exciting time in your life. It is understandable why so many people refer to their university years as “the best four years of your life.” As a university student, it can be overwhelming finding a balance between joining clubs, growing friendships, doing well academically, and working a part-time job. As an incoming freshman, it can be especially challenging trying to navigate the transition to university. In this blog post, I will talk about my experiences and tips on how to balance your busy university life as an incoming first-year student. 

  • Out of the Office, Back to Basics: A Student's Perspective on Remote Work

    Photograph by Allyssa Harman
    Allyssa Harman, Ontario Tech University  |  June 15, 2022

    Introduction: Why Should I Consider Remote Work?

    My workday was off to a productive start as I had just finished editing my final assignments for the winter semester. Satisfied with my efforts, I saved my documents and began my next project, all while sitting comfortably on my laptop at home. Future employment opportunities have quickly become the main topic of discussion amongst my peers. Like many students, I have submitted my resume to countless employers, though many of my peers have admitted they are unsure of where to go after graduating. However, I am explicitly targeting remote opportunities for long-term employment, and here’s why I think any student with doubts about their future should do the same.

    You should know that uncertainty is normal in our constantly changing world, now more than ever. Sometimes you might be caught off-guard, unsure of where to go next or who to turn to, and that’s perfectly fine! Though remote work might not be for everyone, it is worth a shot for many to see if a viable long-term career option would best suit their needs. I was very hesitant to pursue remote work at first, especially considering the conforming nature that workplace culture has been founded upon. Despite my initial uneasiness, I now firmly believe that working from home will be the basis of future employment. As both companies and workers are realizing the benefits that come with this new model, there is no better time to join the remote workforce!

    The Benefits of Working from Home:

    There are plenty of benefits to consider when looking at the future of remote opportunities, especially as a post-secondary student looking for work. For one thing, international students have benefited from the shift to online environments and remote jobs, with many saving on travel costs and getting the chance to stay close to home while continuing their studies. Individuals who suffer from severe health and immunity issues find it significantly easier to take online courses or work remotely. Many students who have worked during the school semester admit to skipping classes because their shifts and in-person lectures overlap; online courses make it simple for students with busy lives to plan out their schedules in a way that suits them best. Online working environments can positively impact staff, with many corporations learning these benefits after disposing of the one-size-fits-all model for their employees throughout the global pandemic. Overall, it is hard to look past the upsides that come with skipping the commute to the office and working at home instead.

    My Experience with Online Learning:

    In March 2020, the global pandemic halted my winter semester. I distinctly remember telling my friend that I would see her on Tuesday for our next lecture, only to have all classes cancelled the next day. The online transition differed for all institutions, with some acting faster than others. My university was very quick to transition, with the aforementioned Tuesday lecture proceeding as scheduled in a digital environment.  The first semester was stressful for both students and professors, especially those unfamiliar with or not fond of online teaching and learning. Little did we know that this new learning format was far from a “one-time thing”, as every semester since then has consisted solely of online courses. During the ease of lockdowns and restrictions I had a class that was intended to be hybrid, though we only had a fourth of our lectures offer the option for learning in-person due to unforeseen circumstances. My experiences with online learning have only further contributed to my positive outlook on digital work environments, as I see no benefits when considering in-person learning now that we have comfortably adapted to these new formats.

    My Perspective on Working From Home:

    I have struggled to land positions regarding remote work opportunities due to my lack of experience. Many employers want upwards of three years in a specific field, something out of reach for those who have been trapped by the pandemic’s toll. Additionally, many jobs still demand that people commute daily or travel long distances for work. These jobs can be done remotely in many cases and often require employees to pay for travel costs out of their own pockets. I recently completed a remote opportunity where I worked part-time creating social media advertisements. From my experience, in-person training takes significantly longer than online learning and can detract from one’s adjustment to the workplace. Overall, the opportunity to learn online has significantly improved my skills and increased my chances of future employment.

    The Future of the Workplace:

    Many students that are looking for work today lack experience due to the pandemic, and several companies are hesitant about their next steps when hiring because of this. Furthermore, COVID-19 has forced companies to rethink how they structure schedules, operate work environments, and view their employees as a whole. Despite these points, I am quite optimistic when looking to the future, and I believe the ideal solution for many would be to seek permanent employment that they can do from home. There are plenty of people who enjoy remote work over traditional careers, particularly students with erratic schedules. Online work will bring significant change as more student’s flock to this emerging field, instigating a shift in workplace culture as we know it. Overall, I think the world of remote opportunities is largely what you make of it, as it provides many chances for you to improve your resume and learn new skills online!

  • Staying Healthy To Keep Our Brains Healthy

    Photo by Tanner Van Dera on Unsplash: https://unsplash.com/photos/oaQ2mTeaP7o

    University/college is stressful; there’s a mountain of homework, assignments, projects and tests on top of the challenges with growing into a fully-fledged adult. This mountain though, can only be conquered when our brains are at their best. To keep our brains in shape, we have to make sure that our body is in shape as well. Regular exercise and healthy living can potentially be the single best improvement a student can make to help with college/university. Scientific research has shown that exercise improves both learning and memory - can a student ask for anything more? Often the biggest fear for busy students, however, is the time commitment. Time spent staying healthy should be thought of less as time wasted, and more as time invested in school and on yourself. You might lose an extra hour or two of studying, but the benefits exercise and healthy living contribute to your brain will multiply the value of the hours you study.

    So how can you maximize the benefits of healthy living?

    Practice good sleep hygiene

    It’s easy to say, but it’s probably one of the hardest things to do as a college student. There’s just so much that we want to do every day, from school assignments to hanging out with friends. Some days, there’s just no way that you’re going to get eight hours of sleep, and that’s okay. As long as it doesn’t become a habit and if on average you’re still getting a good amount of sleep, your body will still be able to refresh and re-energize. The amount of sleep isn’t the only important factor either. Especially with online school, it’s easy to mess up your sleep schedule and begin to sleep during the day and stay awake all night. Our body has a natural sleep-wake cycle and flipping it definitely won’t help our brains.

    Eat healthy

    Eating healthy is hard as a student. It takes time to prepare meals and ready-made healthy food seem to be more expensive. A lot of that is out of control, but try as much as possible to eat whole foods and make sure you’re consuming enough fruits and vegetables. Meal prepping for the entire week on the weekend can help so that you’re not strapped for time on a busy school day. In the business of school, try not to miss a meal either. Without nutrients, our body and brain can’t function, so it’s important to eat our three meals a day.

    Stay physically active

    It’s scary to think of how many hours we probably spend sitting in a chair as a student. Most of it is unavoidable; it’s hard to study or type up an essay without sitting at our desks. So, when you have time to spend away from your desk, be sure you’re participating in physical activity. Even a mere thirty minutes daily, can go a long way to keeping your body healthy and your mind fresh. If you don’t think a daily goal is possible, set a weekly goal instead. It’ll give you some flexibility and even if you’re not active every day, you can make it up on other days. Physical activity isn’t restricted to going to the gym or running outside. Playing sports with your friends, going for a hike or even strolling through campus for an hour is incredibly good for you.

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