Remote learners gain experience and find success with virtual classes
Tech and social challenges are lessening as students—and teachers—grow more comfortable with digital learning technologies.
Jana Arbanas
Paul H. Silverglate
Susanne Hupfer
Jeff Loucks
Prashant Raman
Michael Steinhart
The pandemic catalyzed a dramatic shift to remote learning out of necessity. The phenomenon has endured, with many students continuing to learn remotely by choice: Of our survey respondents who said they had taken classes during the past year, 57% said they learned online from home at least some of the time. Overall, 23% of respondents reported that at least one member of their household is currently attending virtual classes at least some of the time. Remote learners included high school and university students (32% and 29%, respectively), professional development trainees (26%), and those learning for personal development (8%).
Many of the technological and social challenges that remote learners reported in previous years seem to be abating as the model gains maturity and students grow more comfortable with online learning and teaching tools (figure 7.1). Students surveyed are less likely to feel that they’re missing out on key experiences, and to feel that teachers don’t know how to use virtual tools. They’re also finding it less difficult to build relationships with instructors and classmates. Feelings of stress and burnout have also decreased, with 42% citing them as a challenge, down from 50% a year ago. On the downside, more remote learners report that maintaining physical well-being is a challenge and that they don’t have enough time to focus on wellness.
These issues of emotional and physical well-being, including feelings of stress, emerged as the top challenges of remote learning. Other challenges include having to balance other responsibilities during school hours, along with online distractions. These are roughly in line with the top challenges that remote workers also reported (see, “Hybrid workers seek the best of in-office and remote work”). Changing the locus of learning (or work) to the home arena often means people have more flexibility in when and how to manage household responsibilities, but that can also mean they have to master a complex juggling act of competing schedules and duties—and that can fuel stress. Virtual learners may need to study at times when they can find the most peace and quiet, suggesting an ongoing need for compelling, flexible, asynchronous online tools that institutions can use to help differentiate and elevate learner experiences while alleviating the stress of deadlines and distractions.1
Despite emotional and physical well-being ranking as top challenges, most remote students don’t feel they have worsened compared to when they learned in person. When asked how learning from home has affected their health and relationships, most respondents said their resilience, family and teacher relationships, and physical and emotional well-being have improved or stayed the same. Fewer than two in 10 reported declines.
The benefits of online learning appear evident as respondents consider their future preferences. Among those with remote learning experience, more than half would like to continue “completely or mostly remote” (figure 7.2). Another quarter would prefer an even blend of remote and in-person learning, and only one in five would want to learn completely or mostly in person. Notably, only 6% of those with remote learning experience over the past year would like to engage in fully in-person learning (down from 12% in our 2022 survey). Even among in-person students, about four in 10 said they would prefer some virtual options going forward.
Remote learning appears to be an enduring phenomenon — especially among those who have gained experience with it. Although many remote learning challenges are decreasing, some of the biggest challenges around well-being persist. To continue improving the virtual learning experience, schools and education-tech providers could enhance their focus on student well-being, structuring lessons, and experiences to support a more holistic balance of digital and physical activity.2