“When you are home all the time and your homework is just lying around, you feel like you have to constantly get on with it,” Laura Pilmark, who is in the second semester of her BSc in International Business and Politics, explained to CBS WIRE in mid-May.

Moreover, it became clear to some students that not all courses fit into an online format. Especially the kind of courses where brainstorming, discussions and dialogue are in focus seemed ill-matched with virtual classrooms.

That was something Professor and teacher Bent Meier Sørensen also experienced, according to Magisterbladet, and they argue that the new survey can act as “a warning against using online teaching on a bigger scale”.

“I’ve spent the past 20 years on educating myself to become a dialogue-based teacher, and that is really tough to convert to an online format. In all fairness, CBS says blended learning and online teaching are two different things, but undeniably, a large number of online activities are included in blended learning,” he says to Magisterbladet and continues:

“I just think it’s crystal clear that physical presence should remain at the core.”

Michael Mol, Professor at the Department of Strategy and Innovation, explains to Magisterbladet that not being physically present in a classroom together reduces the quality of the learning experience.

“Some are happy with the flexibility, but the absence of both the classroom atmosphere and the special dynamics on campus greatly reduces the learning experience. The teaching environment becomes less efficient, the quality decreases, and you don’t achieve the same level of engagement from either students or teachers,” he says.

Teaching