- Australian Flexible Learning Framework (AFLF) (58)
- Australian Institute of Training and Development (AITD) (31)
- I & J Management Services (Australia) (13)
- Flexible Learning Advisory Group (FLAG) (12)
- Australian National Training Authority (ANTA) (9)
- New Zealand Association for Training and Development (NZATD) (9)
- European Centre for the Development of Vocational Training (Cedefop) (8)
- Mitchell, John (8)
- Bowman, Kaye (7)
- Guiney, Peter (7)
- Ehlers, Ulf-Daniel (6)
- International Vocational Education and Training Association (IVETA) (6)
- Learning and Skills Council (Great Britain) (LSC) (6)
- Scottish Further Education Unit (SFEU) (6)
- Blass, Eddie (5)
- Initial trends in enrolment and completion of massive open online courses
The past two years have seen rapid development of massive open online courses (MOOCs) with the rise of a number of MOOC platforms. The scale of enrolment and participation in the earliest mainstream MOOC courses has garnered a good deal of media attention. However, data about how the enrolment and completion figures have changed since the early courses is not consistently released. This paper seeks to draw together the data that has found its way into the public domain in order to explore factors affecting enrolment and completion. The average MOOC course is found to enroll around 43,000 students, 6.5 per cent of whom complete the course. Enrolment numbers are decreasing over time and are positively correlated with course length. Completion rates are consistent across time, university rank, and total enrolment, but negatively correlated with course length. This study provides a more detailed view of trends in enrolment and completion than was available previously, and a more accurate view of how the MOOC field is developing.
The past two years have seen rapid development of massive open online courses (MOOCs) with the rise of a number of MOOC ... Show Full Abstract
Authors: Jordan, Katy
Journal title: International review of research in open and distance learning
Resource type: Article
Subjects: Participation; Higher education; Outcomes;
- Disruptive education: technology-enabled universities
This report examines technology-enabled higher education in general, with a focus on massive open online courses (MOOCs) in particular. Australia's successful export model of international education has come under stress since the global financial crisis, with improved quality in overseas universities and a high Australian dollar diminishing Australia's advantages over universities in other English-speaking countries. Changing technology may offer other opportunities for Australian universities to grow and engage with clients.
This report examines technology-enabled higher education in general, with a focus on massive open online courses (MOOCs) in ... Show Full Abstract
- Introduction to MOOCs: avalanche, illusion or augmentation?
The New York Times labeled 2012 'The Year of the MOOC'. Less than 24 months after the launch of the first massive open online course (MOOC) at Stanford University and with potentially over five million students around the world now registered with a MOOC platform, massive open online courses would appear to be a new and significant force within higher education (HE). However, it is still unclear what effect, if any, MOOCs will have on the HE sector in the longer term and whether their explosion in popularity has enough momentum to sustain their method of educational delivery. This policy brief aims to provide a background to the expansion of MOOCs, explain their differences and similarities, identify the types of students using MOOCs, investigate their business models and potential direction, and finally to scope the risks and benefits associated with their development.
The New York Times labeled 2012 'The Year of the MOOC'. Less than 24 months after the launch of the first massive open ... Show Full Abstract
- Changing course: ten years of tracking online education in the United States
This document reports on the state of online learning among higher education institutions in the United States. The study is aimed at answering some of the fundamental questions about the nature and extent of online education. Based on responses from over 2,800 colleges and universities, the report addresses the following key issues: (1) massive open online courses (MOOCS); (2) are we heading for online 2.0?; (3) is online learning strategic?; (4) how many students are learning online?; (5) who offers online?; (6) does it take more faculty time and effort to teach online?; (7) are learning outcomes in online comparable to face-to-face?; (8) has faculty acceptance of online increased?; and (9) barriers to widespread adoption of online learning.
This document reports on the state of online learning among higher education institutions in the United States. The study is ... Show Full Abstract
- Introducing MOOCs to Africa: New Economy Skills for Africa Program - ICT
MOOCs (massive open online courses) are highly interactive online courses open to all on the World Wide Web. Some use [open educational resources] OER and others rely on commercial content that can include video, multimedia and computer applications as well as text and graphics. MOOCs have the potential to enhance online education in developing countries by facilitating collaboration between people, places and technology. In fact, Coursera, the American MOOC platform provider, has recently partnered with the World Bank and the Tanzanian government to provide MOOCs to African students in an [information and computer technology] ICT education initiative. In this paper, the Tanzanian pilot project is investigated as a lens through which to examine the strengths and weaknesses of MOOCs in the developing world.
MOOCs (massive open online courses) are highly interactive online courses open to all on the World Wide Web. Some use [open ... Show Full Abstract
- Proceedings: EADTU 25th anniversary conference 2012: the role of open and flexible education in European higher education systems for 2020: new models, new markets, new media
Educational models are changing increasingly. More universities are embracing open and flexible learning and as a consequence, the creation of international student markets is becoming a reality. The Conference presents the most recent results of task forces and projects with regard to quality assurance in e-learning; networked curricula involving strategic partnerships between universities; online or virtual mobility; and knowledge sharing with business.
Educational models are changing increasingly. More universities are embracing open and flexible learning and as a ... Show Full Abstract
Conference name: European Association of Distance Teaching Universities' Annual Conference
Corporate authors: European Association of Distance Teaching Universities
Geographic subjects: Europe
Resource type: Conference
Subjects: Higher education; Teaching and learning; Technology;
- Higher Educators Advancing the Disability Standards - Universities online Project
The Disability Standards for Education (DSE) were published in 2005 to clarify the obligations of Australian education providers under the Disability Discrimination Act (1992) which seeks to eliminate discrimination against people with disabilities. The key object of the DSE is to establish processes and structures aimed at enabling students with disability to engage in education on the same basis as all other students. This means that a student or prospective student with disability is given opportunities and choices which are comparable to those for students without disabilities. HEADS-UP (Higher Educators Advancing Disability Standards – Universities online Project) is a consortium of agencies which has developed an e-learning resource for Australian universities to ensure they are aware of and meet their obligations under the DSE. The resource consists of a suite of eight interactive lessons which were evaluated for effectiveness at the University of Canberra and the Australian National University. The final product is freely available to all Australian universities.
The Disability Standards for Education (DSE) were published in 2005 to clarify the obligations of Australian education ... Show Full Abstract
- The MOOC: what the research says
This article presents a critical overview of the MOOC (massive open online course) in university education. [The author reviews] the history of this innovative education delivery mode, highlights the main university actors who developed the MOOC, addresses the issue of the ‘openness’ or cost-freeness of the MOOC, and describes how the MOOC works. [The author] also discusses the issue of supergroups: how can 100,000 students be taught at once? [The author] then looks at assessment methods and so-called connectivist MOOCs. [The article concludes with a review of] the results of about 100 studies on the MOOC.
This article presents a critical overview of the MOOC (massive open online course) in university education. [The author ... Show Full Abstract
- Satellite lessons: vocational education and training for isolated communities
At the Western Institute of Technical and Further Education (WITAFE) in New South Wales (NSW), vocational education and training (VET) courses are being delivered to students in isolated homesteads and remote Aboriginal communities by Interactive Distance eLearning (IDL). IDL provides satellite-supported two-way broadband voice, one-way video and Internet access for school-age and adult distance education. Adults commonly access VET courses offered by WITAFE using the equipment provided to their children who are students of a 'School of the Air' or through community facilities in remote Aboriginal communities.
At the Western Institute of Technical and Further Education (WITAFE) in New South Wales (NSW), vocational education and ... Show Full Abstract
- Peer assessment for massive open online courses (MOOCs)
The teach-learn-assess cycle in education is broken in a typical massive open online course (MOOC). Without formative assessment and feedback, MOOCs amount to information dump or broadcasting shows, not educational experiences. A number of remedies have been attempted to bring formative assessment back into MOOCs, each with its own limits and problems. The most widely applicable approach for all MOOCs to date is to use peer assessment to provide the necessary feedback. However, unmoderated peer assessment results suffer from a lack of credibility. Several methods are available today to improve on the accuracy of peer assessment results. Some combination of these methods may be necessary to make peer assessment results sufficiently accurate to be useful for formative assessment. Such results can also help to facilitate peer learning, online discussion forums, and may possibly augment summative evaluation for credentialing.
The teach-learn-assess cycle in education is broken in a typical massive open online course (MOOC). Without formative ... Show Full Abstract