Is technology the end of campus-based learning?

Chris Whelan
Chief Executive
Universities New Zealand - Te Pokāi Tara

Since its formation in March, the Universities Advisory Group has posed a number of questions to the sector, some of which have focused on technology. For example, given the rapid changes in technology, what is the future of campus-based learning versus online learning? The answer reveals a fascinating transformation in higher education, where the traditional boundaries between distance and campus-based learning are increasingly blurred.

In 1984, New Zealand universities enrolled 54,149 students, with a clear divide: 83.7% (45,311) were campus-based, while 16.3% (8,838) were distance learners. At that time, almost all distance students were enrolled at Massey University, with 99% studying part-time, typically as mature students balancing work and education. Their coursework primarily arrived through the mail.

Surprisingly, these percentages have remained remarkably stable over four decades. The proportion of distance learners has consistently hovered around 15-16%, with only a modest 6% increase during the pandemic. However, what constitutes “campus-based” and “distance” learning has transformed dramatically.

 

Today’s educational environment operates on a technology-enabled continuum, offering students unprecedented flexibility in how and when they engage with their studies. While distance learners are still predominantly part-time working professionals, and campus-based students tend to be full-time school leavers, these distinctions are much less rigid.

The pandemic accelerated existing trends in educational delivery. What began as “emergency online learning” through Zoom has evolved into sophisticated, technology-enhanced learning modes. Universities now employ dedicated professional teams to design and implement curriculum delivery, moving beyond the traditional lecture-only format.

Learning is now more of a continuum where you have in-person on campus at one end, with block mode and distance, and hybrid/blended (partly online and partly in-person) in the middle, through to fully online. This flexibility ensures that universities can cater to diverse student needs, situations, and learning preferences.

What remains constant is the commitment to quality education and employer recognition. Even in primarily online programmes, universities maintain rigorous standards through creative solutions. For instance, science and engineering students might attend campus every 4-6 weeks for intensive laboratory sessions, complemented by sophisticated online simulations and virtual learning tools.

The future of higher education isn’t about choosing between online and campus-based learning—it’s about embracing a flexible continuum that serves all learners effectively. As universities continue to evolve and respond to student needs, this blended approach will likely become increasingly sophisticated and personalised.