"An additional benefit that arises is that a virtual first perspective is one that aligns to the phasing in and out of social distancing, is ideal for the busy worker-learner, is more efficient and effective to deliver and has a lower carbon footprint."

The COVID-19 virus has highlighted that our future will be one where we invariably take a ‘virtual first’ approach to our interactions. This approach will be necessary because: (1) continual social distancing will be, if not required, desired; (2) the requirement to ensure that we operate as efficiently and as effectively as possible, (3) ensuring that we operate in a manner that is optimal for the worker learner and (4) the opportunity to continue to reduce our carbon footprint.

Within the confines of online learning and teaching a ‘virtual first’ approach has always been taken.  One of the ways we conceptualise this is through a simple matrix that highlights the new conversation spaces (see Figure 1 below).

A virtual first policy creates a focus on the highlighted area in the figure and away from the traditional mode of face to face (synchronous time and location) and over many years in the online teaching and learning space there are some simple factors of success in these areas.

Typically, when we consider teaching, we find there are three pillars for success no matter what the mode (face-to-face or online);   (1) convener presence, (2) clear assessment and (3) meaningful feedback.  The only difference between these three pillars that is mode dependent is convener presence as so many assignments now are electronically submitted and marked.  Convener presence is the warmth, the personal interaction that we all carry around with us; it comes along for the ride because essentially, it’s our personality. So, we carry it wherever we go and it is there on display for whomever we meet face to face.  In the virtual world we have to work on projecting our personality through the screen and thus through the new conversation spaces (webinars or chat).  Thankfully this projection is easy to do, emojis, Gifs and smiling are key to projecting our warmth.  Thus, in the same way that a TV presenter will really emphasize expressions on screen, we should too in our communication in these new conversation spaces that arise when we take a virtual approach.

Moving on from the success factors for teaching, the success factors for study have not changed, what makes for a good student no matter what the mode is; planning, preparation and engaging with the concepts.  Engaging with the concepts for online mode means having more conversations in the new spaces rather than the traditional face to face environment. These new spaces are the ones that the supposed future workforce needed to be effective in pre Covid-19, and they are the same ones we all now need to be effective in during and post Covid-19.

An additional benefit that arises is that a virtual first perspective is one that aligns to the phasing in and out of social distancing, is ideal for the busy worker-learner, is more efficient and effective to deliver and has a lower carbon footprint (note a online student has a carbon footprint of c18% of a face to face student from a 2019 carbon audit).

Thus as we turn from online learning and teaching to how an organization operates it is evident that so many of the lessons learnt from online learning and teaching will be effective for an organization’s effective and efficient operation in post Covid-19 times, wherein they will take a virtual first perspective to operating. A virtual first approach will align with social distancing policies that will be with us for some time and be less expensive to operate and reduce carbon footprints.

Professor Nick Barter

Nick is a professor who lectures and researches in the area of strategy and sustainability. His core purpose is to help organisations develop their sustainable mindset and begin the journey of transforming their organisations to becoming FutureNormal.  Nick works at Griffith University where he teaches sustainability and systems thinking on the MBA, researches in this same area and also has an executive role as Academic Director for Griffith Online managing the University's online presence and its digital campus (11k students, >100 degrees). Prior to academia, Nick worked as a Senior Executive in industry and was a Strategy Consultant for EY.

Professor Chris Fleming

Chris is a professor who teaches, researches, consults and provides public policy advice on the economic determinants of wellbeing and the sustainable management of the world around us. Chris is currently Director of the Griffith Institute for Tourism. Prior to his current role, Chris was the Director of Griffith University’s MBA program, and has previously been employed as a Senior Consultant for MainStream Economics and Policy, and Marsden Jacob Associates, as well as a Senior Advisor within the Sustainable Development Policy Group of the New Zealand Ministry for the Environment.

Professional Learning Hub

Our tailored professional learning focuses on the issues that are important to you and your team. Bringing together the expertise of Griffith University’s academics and research centres, our professional learning is designed to deliver creative solutions for the workplace of tomorrow. Whether you are looking for opportunities for yourself, or your team we have you covered.

Learn More