Course Correction

For years, many felt that “good enough” in higher education classrooms meant a projector, a screen, and maybe a monitor. But "good enough” doesn’t cut it anymore. Amid enrollment pressures, rising costs, faculty adoption, and shifting expectations for hybrid learning, institutions are rethinking how they approach AV upgrades and installations.

“The baseline functionality of ‘good enough’ has increased and will likely continue to trend upwards,” said Ben Pickrel, president of CCS Presentation Systems. And that baseline of what you need in classrooms has clearly shifted since the pandemic.

“It’s gone from being a nice-to-have to being a need,” said Erin Maher-Moran, IT manager for classroom technology at Johns Hopkins University and chair of the Higher Education Technology Managers Alliance (HETMA). This evolution has been key to changing what is “good enough,” and it’s clear that some of these investments and upgrades are becoming indispensable on campus.

Hybrid Is Not Optional

Based on the comments from the experts who spoke with SCN, hybrid is not optional on campuses. “The demand for hybrid teaching environments have forced schools to invest in a more robust technology package that includes multiple cameras and audio solutions in support of both in person learning and online video calls,” said Pickrel.

And it’s not just installing a single camera pointed at the professor, which is something we saw a lot of interest in early in the pandemic. It’s about understanding that hybrid isn’t just about broadcasting a class or lecture; it’s about engaging with students. “The goal is to make remote students feel like they are in the room, and that means showing and hearing both the professor and the students in the classroom,” Pickrel noted.

One way to address this has been to use multiple cameras that capture both the instructor and the students, along with microphones that support discussion-based learning. “Cameras and tracking systems are getting better, particularly with the implementation of AI," noted Troy Dale Powers, AV systems support lead at Northwestern University and vice chair of HETMA.

Lecture capture also extends the reach of classroom lectures, enabling institutions to reuse and share course content. “Video capability combined with lecture capture systems stretch resources, allowing a professor to teach from one classroom to multiple locations,” Pickrel explained. “More students attending the same class increases the overall tuition dollars without sacrificing the quality of the teaching, along with access to the recorded material.”

An Emphasis on Sound

Sound reinforcement in classrooms is also being treated as a priority and critical need rather than an afterthought as it was in the past. Those who choose to underinvest in classroom audio enhancements risk missing the mark, and students’ learning outcomes can suffer.

“Classroom voice amplification systems are essential to help schools meet the needs of students and instructors,” said Joe da Silva, VP of marketing at Extron. “By distributing sound evenly throughout the room, they ensure that every student hears the instructor’s voice clearly, no matter where they are seated. These professional-grade systems maximize speech intelligibility for students while also reducing vocal strain for instructors, allowing the freedom to move naturally around the classroom.”

Larger campuses are relying on standardization and consistency to support large-scale deployments across multiple rooms. Standardized systems streamline installation and maintenance for integrators, and faculty become more comfortable.

“Well-designed campus AV relies heavily on consistent user experiences from room to room,” da Silva added. “For faculty, a unified interface ensures that every room works the same, allowing instructors to walk in, start teaching, and not be distracted by the technology."

This also allows faculty to focus on delivering content without worrying about not being able to access it if they have trouble using the technology in the room. “The faculty want to be able to concentrate on their content delivery,” said Maher-Moran. “They don’t want to have to worry about walking into a space and having to be like, wait, what is this room like? They want to have the same user experience from room to room.”

This level of standardization also helps lighten the load for campus IT teams supporting hundreds of classrooms. It’s much easier to troubleshoot, in person or remotely, if the rooms are standardized from one to the next.

Touchpanel Importance

One of the most visible elements of the AV system is the control system touchpanel, which faculty frequently interact with directly. “With the interface having such a central role, the quality of the entire AV system is often judged by the experience the user has with the touchpanel,” said da Silva.

The latest and greatest technology—and how complex it is—doesn’t really matter to the faculty if the interface doesn’t make any sense to them. If the interface feels clunky, it will make the system seem unworkable and cause them to avoid engaging with it. “They don’t care how complex the room back end is,” Powers explained. “It doesn’t matter to them, as long as it makes sense on that little touchscreen and they can push a couple of simple buttons and make it work.”

On the flip side, many institutions learn the hard way what doesn’t work for modern classrooms. Complexity is clearly not synonymous with greater impact. Not every room needs every imaginable feature, and many institutions overspend on impressive technology that doesn’t align with needs or faculty comfort levels. Schools have to balance power with usability.

“The goal of any technology integration into a classroom setting is to enhance the learning experience for the students,” Pickrel said. “Proper design principles will balance the need for complex capabilities with an intuitive, easy-to-use control interface, allowing the professors to focus on teaching, not on the technology.”

Avoiding Misalignment

There has often been a misalignment between technology and pedagogy, but Maher-Moran noted that institutions are doing a better job through collaboration with instructional technologists. “It’s much better for us to work with the instructional designers and find out exactly how these instructors are going to be teaching,” she explained.

This also helps avoid a common problem of installing something and hoping people will just use it. The more a system requires support or cheat sheets to use, the less it will be used, and technology that isn’t used is just a wasted line item. That’s why faculty adoption is so critical—without it, even the best-designed systems will fail, even if they work perfectly.

Investing in training will boost instructor confidence and help them discuss elements they may be resistant to. You can also look for internal advocates who can help others use the technology. “Identifying ‘champions’ within the university is an extremely successful method to help drive adoption long after the initial training sessions are done,” added Pickrel.

Looking ahead, industry professionals see a focus on adaptable, flexible classroom design and an increasing reliance on AI integration. Maher-Moran noted that the use of AI will extend beyond its current applications, such as camera tracking, to include system monitoring and room health. She also highlighted that AI-powered learning tools are gaining traction. “Chat agents, AI chat agents are somewhere I think we’re going to see growth,” she predicted.

As it is in many industries, AI is where the next evolution of classroom technology is heading. Potential future applications we could see AI supporting range from syllabus-based Q&As to more complex classroom simulations. “With AI becoming so prevalent in everyday life, I think there’s going to be more of a push to utilize AI tools in classrooms and within our systems,” Maher-Moran said.

Powers agreed but offered a note of caution. “I think the problem is we don’t know what it’s going to look like,” he said. “The AI that we were talking about two years ago isn’t what we’re talking about today.”

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