Blog Post #2: The Many Ways of Learning (Modality)

1. Introduction

Since COVID-19, learning has no longer been limited to either face-to-face or online. New modalities came out and they are more flexible than ever. As a student, I’ve experienced how these choices can make learning more accessible, especially for those who cannot be in the classroom physically.

To explore this topic further, I watched Valerie Irvine’s video from Foundations of Online & Open Ed: Terminology, Theories, & Inclusive Practices. In this post, I will share what I learned from the lecture and how it relates to my own experience and questions about the future of education.

3. Why Modality Matters For Accessibility And Inclusion

3-1. Accessibility benefits

Accessibility in education is not only about disability. It’s about creating conditions where anyone can participate.
When there are multiple options to choose from, more people can access learning opportunities. For example:

• People with disabilities may not be able to attend face-to-face classes
• People living in rural areas often struggle to reach higher education institutions
• Full-time workers may not be able to attend synchronous sessions
• Some people cannot afford to live in cities where universities are located
• Some learners do not feel physically or psychologically safe in a traditional classroom

Flexibility in modality opens doors for these learners.

I can relate to this personally. I am currently taking this course from outside Canada, and without the online option, I would not have been able to join.
I also experienced the impact of accessibility last year when sudden health issues forced me to miss classes. Because the instructor provided livestreams and recordings, I was able to continue learning without falling behind.

These examples show that having multiple modality options can greatly expand access to education.

3-2. Accessibility challenges

Even though flexibility has many benefits, there are still challenges in making accessibility a reality.

• If stable internet access is not available — for example in rural areas — students can still be excluded even when online learning is offered.
• Improving accessibility requires time, money, and technical support, which can be difficult for universities with limited budgets and staff resources.
• Institutions often communicate modality poorly, leaving students unsure whether programs can be completed online or in person.
• Designing parallel learning pathways (face-to-face, online, multi-access) requires structural change, not just technological solutions.

These challenges show that accessibility is not only a technical issue, but also a structural and organizational one.

4. Pedagogy Is More Important Than Modality

The lecture highlighted that what truly shapes the quality of learning is not the format of delivery, but the course design behind it. Well-designed courses create meaningful opportunities for interaction and engagement, no matter the mode of delivery.

This idea really resonated with me because I’m currently taking EDCI 339 from outside Canada. Even though the course is online, its design encourages me to think critically, engage with materials, and connect with others through discussions and blog reflections. Through this experience, I’ve realized that meaningful learning doesn’t depend on physical presence but on pedagogical design that creates opportunities for active participation.

Moving forward, I want to pay more attention to course design whenever I take or build a class. This also makes me wonder how universities can support instructors in developing strong pedagogical frameworks that work across modalities, so that accessibility and inclusion do not depend only on individual effort.

5. My perspective on the future

I’ve been thinking about this question, and here is my perspective.

I think the future may move in two directions at the same time.. As education becomes more open and accessible through flexible modalities, face-to-face learning could also become more special and meaningful. When online and hybrid options are everywhere, meeting in person may turn into a special experience where people connect more deeply.

As education becomes more global and accessible, competition among universities will likely grow. Students will be able to choose courses from anywhere, which means institutions with strong reputations and resources may attract more learners, while smaller or less competitive universities could struggle to survive.

In other words, increased global access may benefit learners, but it could also widen inequality between institutions. In the future, universities might need to find new ways to define their value through local engagement, specialized programs, or unique learning experiences that global platforms cannot easily replace.

I’m not sure yet what kind of education system will be sustainable, but these perspectives are my current thoughts on the possible future of modality in education.

6. Conclusion

Overall, this lecture helped me understand that modality is not just about choosing between in-person or online learning, but about designing education that supports access, flexibility, and meaningful engagement for all learners.

I used AI to check grammar and expressions, and improve wording, and to help organize pros and cons. However, all reflections, experiences, and opinions in this post are my own.

References

Video from “Foundations of Online & Open Ed: Terminology, Theories, & Inclusive Practices” by Valerie Irvine, posted on EDCI 339 (University of Victoria). Licensed under CC BY 4.0.