🌱 The Importance of Face-to-Face Learning in a GenAI Influenced World
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| Face-to-face learning: the human connection at the heart of education. |
Author: Adisha Kariyawasam BSc , MScIT, PGCE (PCET), BCS
In an age of algorithms, automation and virtual classrooms, it’s easy to overlook the quiet power of being together. Yet face-to-face learning remains one of the most profoundly human experiences we can share – a space where intellect meets intuition and knowledge turns into wisdom.
Beyond information: the energy of presence
When people learn in the same room, something remarkable happens. It’s not just about exchanging information; it’s about sharing energy. The subtle cues – a smile, a nod, a pause of reflection – create a rhythm that’s hard to replicate through a screen.
There’s something that taps into the superhuman consciousness when we learn together – an energy that transcends words, flowing through curiosity, empathy and shared discovery. These are the moments that spark creativity, belonging and authentic growth.
Recent UK research confirms this: students express greater satisfaction and perceive higher learning quality when taught face-to-face compared with fully online delivery (McGill et al., 2023). The social energy of physical presence enhances attentiveness, motivation and a shared sense of purpose.
Learning as connection, not transaction
Digital tools and AI have revolutionised access to education – but true education has never been purely transactional; it is relational. It flourishes in trust, dialogue and mutual respect.
At BPP University, these values are embedded in how we teach and lead:
Everybody Matters – each voice brings unique insight.
Trust & Respect – the foundation of meaningful learning.
Stronger Together – collective intelligence is greater than the sum of its parts.
These aren’t just slogans; they’re lived values. Face-to-face learning cultivates social presence – the sense of “being with” others – which is consistently linked to stronger engagement, confidence and learning outcomes (O’Brien et al., 2023). Students in UK higher education still overwhelmingly prefer in-person teaching (HEPI, 2021), in a psychologically safe environment, seeing it as central to genuine human connection.
Technology as an ally, not a substitute
AI can enhance how we learn – offering flexibility, feedback and accessibility – but it cannot replace the spark of human connection. The challenge for educators today is not to choose between human and machine, but to weave them together mindfully.
Technology should serve humanity, not dilute it. The future of education lies in balance – using innovation to amplify, not replace, the power of presence. The UK Parliamentary Office of Science and Technology (2023) highlights that while digital learning can widen access, sustained in-person interaction remains vital for deep engagement and equitable participation.
Critical thinking, evaluation and reflective practice
In addition to connection and collaboration, face-to-face environments play a vital role in cultivating critical thinking and evaluative judgement. Facilitated discussions allow learners to question, debate and refine ideas in real time – a process that stimulates analytical depth and intellectual confidence (Trowler, 2023).
Handwritten note-taking, often undervalued in the digital age, remains a powerful cognitive tool, supporting memory retention and conceptual understanding (Mueller and Oppenheimer, 2014). Encouraging students to digitise and share these notes or reflections through discussion forums extends the dialogue beyond the classroom, creating a living record of collective learning.
This integration of analogue reflection and digital sharing bridges the best of both worlds – supporting metacognition while reinforcing the social and collaborative nature of learning (Jisc, 2023).
Where minds meet, transformation begins
Face-to-face learning is not merely about proximity; it’s about presence. It reminds us that education is as much about becoming as it is about knowing – a shared act of discovery that strengthens both mind and heart. Other important considerations follow...
Social–emotional development
Why it matters: Social–emotional learning (SEL) fosters empathy, resilience and collaboration – essential qualities for both personal and professional growth.
Face-to-face advantage: In-person environments enhance emotional attunement through real-time cues, enabling learners to practise empathy and communication.
Evidence: Studies in UK higher education show that social-emotional skill development correlates strongly with classroom presence and belonging (TASO, 2023). Reduced physical interaction during online periods weakened students’ sense of community and wellbeing (Behavioural Insights Team, 2022).
Example: In small seminar settings, eye contact, dialogue and immediacy build trust and encourage risk-taking – the conditions for authentic learning (O’Brien et al., 2023).
Employability skills
Networking and communication: Face-to-face learning provides spontaneous opportunities to connect, network and build professional relationships.
Practical and teamwork skills: In-person collaboration develops real-world competencies – teamwork, adaptability and interpersonal fluency – that employers value highly.
Evidence: Employer and student surveys indicate that graduates from blended or in-person programmes report stronger professional confidence and communication skills than their online-only peers (Jisc, 2023).
Face-to-face experiences also allow learners to engage with mentors, industry guests and live projects – experiences that are central to employability (HEPI, 2021).
Intercultural competence
Global citizenship: Exposure to diverse peers in physical classrooms enhances intercultural sensitivity and global awareness.
Embodied understanding: Real-world dialogue allows cultural nuances – tone, gesture and empathy – to enrich understanding beyond the textual.
Evidence: While virtual international initiatives such as Collaborative Online International Learning (COIL) promote global interaction, UK evidence suggests that in-person encounters remain uniquely effective in building intercultural understanding (University of Bath, 2024).
Practical design take-aways
1. Protect presence: Reserve face-to-face sessions for activities requiring co-presence – debate, teamwork, presentations, simulations.
2. Blend with intent: Use digital tools for flexibility and self-paced learning; use in-person time for dialogue and application.
3. Engineer social presence: Promote interaction through name-learning, peer mentoring and collaborative artefacts.
4. Map to employability: Embed teamwork, communication and leadership skills within live classroom tasks.
5. Design for intercultural growth: Integrate international perspectives and structured reflection in both physical and digital spaces.
References
Behavioural Insights Team (2022) Digital learning. Available at: https://www.bi.team/articles/digital-learning/ (Accessed: 8 November 2025).
HEPI (2021) The vast majority of students want in-person learning, not more online classes. Available at: https://www.hepi.ac.uk/2021/07/15/the-vast-majority-of-students-want-in-person-learning-not-more-online-classes/ (Accessed: 8 November 2025).
Jisc (2023) Does online learning deter university applicants? Available at: https://www.jisc.ac.uk/blog/does-online-learning-deter-university-applicants/ (Accessed: 8 November 2025).
McGill, L. et al. (2023) ‘Student preferences over module design: in-person lectures versus online lectures’, Discover Education. Available at: https://link.springer.com/article/10.1007/s44217-024-00270-z (Accessed: 8 November 2025).
Mueller, P.A. and Oppenheimer, D.M. (2014) ‘The pen is mightier than the keyboard: Advantages of longhand over laptop note taking’, Psychological Science, 25(6), pp. 1159–1168.
O’Brien, A. et al. (2023) ‘Face-to-face vs. blended learning in higher education: a quantitative study’, International Journal of Educational Technology in Higher Education. Available at: https://research.edgehill.ac.uk/en/publications/face-to-face-vs-blended-learning-in-higher-education-a-quantitati (Accessed: 8 November 2025).
Parliamentary Office of Science and Technology (2023) Digital education and learning technologies. Available at: https://post.parliament.uk/research-briefings/post-pn-0639/ (Accessed: 8 November 2025).
TASO (2023) Online teaching and learning in the time of COVID-19: rapid evidence review. Available at: https://cdn.taso.org.uk/wp-content/uploads/2023-03-22_Evidence-review_Online-teaching-and-learning-in-COVID-19_TASO.pdf (Accessed: 8 November 2025).
Trowler, V. (2023) Student engagement and higher education learning communities: Critical thinking in practice. York: Advance HE.
University of Bath (2024) Online vs in-person learning: what the evidence shows. Available at: https://www.bath.ac.uk/whats-happening/articles/online-vs-in-person-learning/ (Accessed: 8 November 2025).
Appendix 1: Glossary of Abbreviations and Key Terms
AI – Artificial Intelligence
The simulation of human intelligence by machines, especially computer systems that can perform tasks such as learning, reasoning, and problem-solving.
BPP University Values – A set of institutional values guiding inclusive, collaborative, and ethical teaching practice.
Blended Learning - An educational approach combining online digital tools with traditional face-to-face classroom methods to create a flexible and interactive learning experience.
COIL – Collaborative Online International Learning
A structured approach to connecting students and educators across borders through shared online projects, fostering intercultural competence.
Digital Learning - Any form of learning that uses technology to deliver, support, or enhance education, including virtual classrooms, online resources, and adaptive platforms.
Employability Skills - Transferable skills that enhance a learner’s ability to secure and sustain employment, such as teamwork, communication, adaptability, and problem-solving.
Face-to-Face Learning (F2F) - A mode of education where learners and instructors interact in person, allowing immediate feedback, shared presence, and social engagement.
HEPI – Higher Education Policy Institute (UK)
A UK-based think tank that publishes research and commentary on higher education policy and student experience.
Hybrid Learning - A model combining synchronous (live) and asynchronous (self-paced) learning experiences, often blending online and in-person participation simultaneously.
Jisc – Joint Information Systems Committee
A UK organisation providing digital solutions for education and research, supporting innovation and technology integration in learning.
Learning Presence
The degree to which learners can project themselves socially, cognitively, and emotionally within a learning community.
Parliamentary Office of Science and Technology (POST)
An independent body providing UK Parliament with impartial analysis of science and technology issues, including digital education policy.
PRME – Principles for Responsible Management Education
A United Nations-supported initiative that integrates sustainability and ethical leadership into business and management education.
SEL – Social and Emotional Learning
An educational framework for developing self-awareness, empathy, emotional regulation, and interpersonal skills essential for wellbeing and collaboration.
Social Presence
The ability of participants in a learning environment to project themselves as real, authentic individuals, fostering engagement and community.
TASO – Transforming Access and Student Outcomes in Higher Education
A UK-based centre dedicated to evidence-informed practice in widening participation and improving student success.
Virtual Learning Environment (VLE)
A digital platform for managing online educational content, communication, and assessment, such as Moodle or Blackboard.
Appendix 2: Summary of Key UK Evidence Sources (2021–2025)
Behavioural Insights Team (2022)
An independent UK-based organisation applying behavioural science to improve public policy and services. Their Digital Learning review examined how online delivery affects engagement, motivation, and learner outcomes, highlighting the ongoing importance of human connection in education.
https://www.bi.team/articles/digital-learning/
HEPI – Higher Education Policy Institute (2021)
The UK’s leading higher education think tank, providing data-driven insights on student experience and university policy. A 2021 report revealed that the vast majority of UK students still prefer in-person learning, citing the value of live discussion, social belonging, and community.
Jisc (2023)
A UK non-profit organisation supporting digital transformation across education and research. Their 2023 report Does Online Learning Deter University Applicants? found that students continue to view in-person interaction as central to the university experience and professional development.
https://www.jisc.ac.uk/blog/does-online-learning-deter-university-applicants/
McGill et al. (2023) – Discover Education Study
A UK-based academic study exploring student preferences for in-person versus online lectures. It confirmed that physical presence supports concentration, engagement, and comprehension, particularly in discussion-led disciplines.
https://link.springer.com/article/10.1007/s44217-024-00270-z
O’Brien et al. (2023) – Edge Hill University Research
This UK quantitative study compared face-to-face and blended learning outcomes across disciplines. Findings emphasised that hybrid approaches can enhance flexibility, but face-to-face engagement remains critical for collaboration, confidence, and deeper learning.
Parliamentary Office of Science and Technology (2023)
A research office within the UK Parliament producing impartial briefings on science and education policy. The Digital Education and Learning Technologies report stresses that while technology improves access, meaningful learning still depends on interpersonal interaction and inclusive teaching design.
https://post.parliament.uk/research-briefings/post-pn-0639/
TASO – Transforming Access and Student Outcomes (2023)
A UK centre for evidence-based practice in higher education, focused on widening participation and equity. Its rapid review of Online Teaching and Learning During COVID-19 found that while online tools offer flexibility, they cannot fully replace the sense of belonging and social support cultivated in classrooms.
University of Bath (2024)
A UK institutional article summarising recent empirical evidence comparing online and in-person learning. It concludes that blended approaches are valuable but warns against neglecting face-to-face education, which remains crucial for student wellbeing and sense of belonging.
https://www.bath.ac.uk/whats-happening/articles/online-vs-in-person-learning/
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