What the Text is About: EDUCAUSE, a nonprofit that aims to advance higher education through the use of information technology, conducted a study that summarizes current sentiments toward technology availability, cybersecurity, course experiences, and instructional technologies in the classroom. Based on the findings, we share key trends on these topics.
In EDUCAUSE’s 2026 Students and Technology Report: Steady through Change, the research investigates student sentiment utilizing responses from 8,622 undergraduate students across 41 institutions. The report explores key topics, including technology access, course experiences, workforce preparation, and student support.
Drawing on the insights of the report, we want to highlight some of the key takeaways as they relate to educational technology and pedagogy.
Students still want course format flexibility
The EDUCAUSE 2026 report reveals that while course format preferences vary among students, there is a clear appetite for blended learning. However, the single most popular option was mostly in-person courses with some online components (31%), and a majority of students (56%) preferred formats that combine both in-person and online elements. These blended preferences took various forms — 13% favored courses that alternate between in-person and online sessions, while 12% preferred flexible, session-by-session attendance options. Overall, the findings underscore that students don't fall neatly into one camp; they value flexibility and a mix of modalities that can adapt to their diverse experiences and priorities.
Report reveals that students value flexibility in two key areas: how they access information and how they submit their work. This underscores the essential need to design activities that work effectively in both in-person and online formats.
Students' preferred course format directly reflects what they value most in learning:
- In-person courses are preferred when they prioritize learning alignment (77%) and instructor-student connection (75%).
- As flexibility increases through flexible attendance (82%) or hybrid options (72%), practical concerns take priority: students want convenience and flexibility.
- Fully online courses, particularly asynchronous ones, address two dominant needs: managing other responsibilities (80%) and scheduling flexibility (77%).
The key finding: institutions should align course design with student priorities. Focus on connection and learning fit for in-person formats, and emphasize flexibility and workload balance for online and choice-based options.
Top Three Drivers of Course Preferences, by Modality
Course modality | Reason 1 | Reason 2 | Reason 3 |
|---|---|---|---|
Fully in person | Better alignment with learning preferences (77%) | Stronger engagement/connection with instructor/peers (75%) | Balance coursework with other responsibilities (49%) |
Mostly in person, some activities/materials online | Better alignment with learning preferences (72%) | Stronger engagement/connection with instructor/peers (67%) | Balance coursework with other responsibilities (66%) |
Sometimes in person, sometimes online | Flexibility of convenience (72%) | Balance coursework with other responsibilities (68%) | Better alignment with learning preferences (55%) |
Fully online, some synchronous meetings | Balance coursework with other responsibilities (63%) | Flexibility of convenience (60%) | Better alignment with learning preferences (37%) |
Fully online, no synchronous meetings | Balance coursework with other responsibilities (80%) | Flexibility of convenience (77%) | Better alignment with learning preferences (45%) |
Flexible, students choose whether to attend in person or online | Flexibility of convenience (82%) | Stronger engagement/connection with instructor/peers (81%) | Better alignment with learning preferences (62%) |
This emphasis on flexibility places more onus on online courses, or an online component for in-person courses. For in-person classes, placing all information (slides, readings, assessments) online is important because it provides additional access to students when they’re outside the course, promoting flexibility and on-demand access.
Implementation ideas:
- Chunk your learning into weekly units/modules with: learning objectives, slides, readings, assessment instructions, rubric, due dates, and submission links.
- Post materials before class.
- Add an asynchronous alternative for activities (discussion, practice, etc.).
- Make connection routine: one structured peer interaction weekly and one instructor presence touchpoint (announcement, feedback highlight, check-in response, discussion summary).
Thoughtful tech drives satisfaction
Student satisfaction with instructors' use of technology is strongly tied to how current and thoughtfully integrated that technology is within their institution. The EDUCAUSE report reveals that students are more satisfied when their institutions adopt innovative technologies promptly and when instructors employ the latest tools creatively in the classroom to enhance learning and build students' comfort with emerging technologies.
The research suggests a positive feedback loop: up-to-date, well-integrated technology creates favorable student experiences with instructors, which may in turn lead students to view the technology itself more positively. Ultimately, students' learning experiences with technology depend significantly on institutional and instructional practices that prioritize both currency and intentional integration.
One of the more striking findings was the way student satisfaction was impacted – a 45-point increase – when students thought their instructors were using technology creatively to support learning. This emphasizes the importance of not just having technology but thoughtfully implementing it. For example, an instructor using TopHat to poll students with an opening question as they enter the class, informing them how to start that lesson.
Technology should be added to provide a pedagogical benefit to students and the content you’re providing. Tools like Perusall for collaborative learning and annotation, TopHat for in-class attendance and engagement, are just two examples of possible technology integrations. You may find some tools like those available at UMass and consider using them if they are available at your institution.
Implementation Ideas
- Start class with a brief poll to surface prior knowledge using TopHat.
- Use a collaborative space for students to show their thinking during activities using a tool like Lucid or Zoom Whiteboard.
- Perusall can turn reading and annotating into a collaborative, active learning experience.
Tech Use and Improving Learning
Clear Organization
Students benefit when instructors maintain clear, well-organized LMS structures with timely postings and predictable elements such as consistent naming conventions and centralized materials, assignments, and due dates. Thoughtfully structuring your course allows students to spend more time on learning rather than searching for information.
Replayable and Accessible Learning
Students benefit from access to recorded lectures, videos, and other materials that allow them to review. content at their own pace, providing flexibility and accommodating varying learning needs. Captioning, screen readers, and digital notes further enhance this flexible learning environment.
Effective Use of Learning Technologies
Students report improved learning when instructors use multimedia and interactive tools effectively. Polling tools, in-class quizzes, digital lab tools, and visual examples further enhance engagement and support active learning.
In practice, this means faculty should treat the LMS as the course “home base” and design it so students can always find what they need quickly, keep up even if they miss class, and get frequent chances to practice and check understanding. A well-structured course reduces time spent hunting for instructions and increases time spent learning; recorded and accessible materials let students review at their own pace; and purposeful interactive tools (polls, quizzes, multimedia) make learning more active and feedback-rich during class and between meetings.
Factors Negatively Impacting the Learning Experience
Failures and Compatibility Issues
Technology failures such as broken projectors, videos not loading, and systems freezing result in lost class time and disrupt the learning experience. Compatibility issues – unsupported apps, devices incompatible with classroom systems – make it difficult for students to fully participate.
Outpaced Training
Students reported that when instructors feel uncertain about navigating technology or troubleshooting, classroom disruptions can occur. Students also benefit when digital materials are thoughtfully organized on the LMS, which underscores the value of professional development and resources to help instructors.
Tool Dependence
Students learn best when technology complements rather than replaces instructor presence. Additionally, navigating multiple systems within a single course can be a burden to students, highlighting the importance of intentional, streamlined technology choices that enhance rather than complicate.
While technology can enhance learning, technical issues with platforms and apps can disrupt student learning and waste class time. Students experience better learning when instructors are confident with the core classroom tools, when required technologies work across devices, and when the course uses a small, coherent set of systems. Technology should be a support and not a substitute for instructor presence, and digital course materials should be organized so students aren’t spending energy navigating platforms instead of learning.