Post-Pandemic Learning Technology Developments in UK Higher Education: What Does the UCISA Evidence Tell Us?

Abstract

This paper explores the impact of the COVID-19 pandemic on learning technology developments within UK higher education, informed by the perspectives of the institutional Heads of E-Learning. Using a mixed-methods research design, drawing on Universities and Colleges Information Systems Association (UCISA) technology-enhanced learning (TEL) survey data (2018–2022) and panel discussions with institutional Heads of E-Learning, the paper discusses the key changes arising from the pandemic and the likely long-term impact they will have on technology adoption and usage within UK higher education. The UCISA data highlight an increased level of investment in TEL services in the period from 2020 to 2022, with UK higher education institutions supporting an extended core set of centrally managed tools. Interview data indicate that advances in technology provision and staff support are being used to help deliver more flexible and inclusive learning designs. However, the carrying forward of innovative practices from the emergency remote-teaching phase is far from certain, and contingent on instructional competencies (capability) and the capacity of teaching staff to support these developments. We conclude that institutions will need to commit to offering incentives and ongoing professional development to their teaching staff to support sustained innovation in their teaching and course delivery methods.