- Australian Flexible Learning Framework (AFLF) (55)
- Australian Institute of Training and Development (AITD) (16)
- I & J Management Services (Australia) (16)
- Flexible Learning Advisory Group (FLAG) (13)
- Mitchell, John (13)
- Choy, Sarojni (12)
- Webb, Greg (11)
- Jaggars, Shanna Smith (10)
- Palmieri, Phoebe (10)
- Australian National Training Authority (ANTA) (9)
- National Centre for Vocational Education Research (NCVER) (9)
- Schofield, Kaye (9)
- Beven, Fred (8)
- Cashion, Joan (8)
- Clayton, Berwyn (8)
- Enrollment decisions and persistence of on-line learners in NACTEL and EPCE
The purpose of this study was to learn more about working adult learners, their enrollment decisions and their persistence toward an associate's degree in two online degree programs. One of these programs has been offered by Pace University since 1999 and is sponsored by the National Coalition of Telecommunications Education and Learning (NACTEL). The other has been offered by Bismarck State College since 2001 and is sponsored by the Energy Providers Coalition for Education (EPCE). The study began in the spring of 2006 and was completed 12 months later, in late spring 2007.
The purpose of this study was to learn more about working adult learners, their enrollment decisions and their persistence ... Show Full Abstract
- 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
- Flexible delivery: on-line versus bottom-line
With the globalisation of education, nursing education is undergoing some significant changes. Universities, in turn, will need to adopt some changes to harmonise with the needs of learners, the major stakeholders and to remain financially competitive in the marketplace. Across this broad spectrum this paper examines some of the advantages and disadvantages of flexible and online delivery from both the learner and teacher perspectives within the context of tertiary nurse education in some university settings. The study suggests that universities may need to proceed forward with a degree of caution because financial considerations brought about by changes in the education marketplace should not be a determinant of pedagogical quality.
With the globalisation of education, nursing education is undergoing some significant changes. Universities, in turn, will ... 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
- 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
- 'It took me ages to work out': multiple challenges of digital distance vocational learning
This research examines the challenges of blending digital, distance and vocational learning for non-traditional and low socioeconomic status students who are new to university education. A survey of students in vocational primary education and early years qualifications in a distance university is illuminated by interviews with individual students and video diaries recorded by them during module study. Areas of challenge include: where and when to go online, finding support for digital study, navigating virtual learning environments and knowing what is relevant, technologies in the workplace, making connections between workplace technologies and [information and communication technology] ICT for study, and storing and organising digital information. As university education goes increasingly online, the research aims to improve institutional awareness and provision for widening participation, and makes suggestions for improving the experience of digital distance vocational learning.
This research examines the challenges of blending digital, distance and vocational learning for non-traditional and low ... Show Full Abstract
- Shall we MOOC?: a SWOT analysis at the program level
[Massive open online courses] MOOCs have been a fast-paced and well-publicized educational trend. Designing and delivering a MOOC is a time-intensive endeavor and as such requires careful consideration before becoming involved. [The authors'] public research university has yet to become a MOOC provider, but [it] has been pushed to consider what role [its] instructional systems program and faculty members might play should MOOCs become an institution-supported endeavor, or even as leaders or experimenters in this realm.
[Massive open online courses] MOOCs have been a fast-paced and well-publicized educational trend. Designing and delivering a ... Show Full Abstract
- Moving transfer to transformative learning: a curriculum model for adult educators in open distance learning (ODL)
This article reviews the literature on theories of adult learning particularly transfer and transformative learning and how they inform a model curriculum for adult educators in open distance learning (ODL). Online instructions have to change from the habitual teacher-based to more inclusive and integrating transformative learner-centred learning designs. Continuous professional development of educators of adults needs to be transformative if they are to measure up to growing demand for adult education. Currently the adult educators are not receiving relevant training for deep learning and change. With the rapid pace of technology in the fast-paced knowledge economy self-directed transformative learning must inform curriculum. Adult educators need proactive institutional contexts that stimulate them to deep learning.
This article reviews the literature on theories of adult learning particularly transfer and transformative learning and how ... Show Full Abstract
- Adults learning, vol. 25, no. 3, Spring 2014
Feature articles in this issue include: Adult further education: an uncertain future (pages 8-15); At the crossroads: the case for mid-life career review / Stephen McNair and June Watts (pages 16-19); How adult learning can reduce health inequalities / Andrew Jenkins and Tarani Chandola (pages 20-21); 'It's brought me back to life': health and community learning / Jan Novitzky (pages 22-24); Seeing both sides of the story / Caroline Berry (pages 25-27); Towards a citizens' curriculum / Alex Stevenson and Sue Southwood (pages 28-29); [Massive online open courses] MOOCs: should we believe the hype? / John Field (pages 30-31); Beyond the ivory tower / Sarah Thomson (pages 32-35); A question of trust / Tom Schuller (pages 36-37); Changing the culture: beyond graded lesson observation / Matt O'Leary and Andrea Gewessler (pages 38-41); Recognising the value of vocational learning / Jan Hodges (pages 42-43).
Feature articles in this issue include: Adult further education: an uncertain future (pages 8-15); At the crossroads: the ... Show Full Abstract
Corporate authors: National Institute of Adult Continuing Education (England and Wales) (NIACE)
Geographic subjects: Great Britain; Europe
Resource type: Journal issue
Subjects: Adult and community education; Higher education; Career development;Teaching and learning; Vocational education and training; Equity; Participation; Skills and knowledge show more
- Online teacher training and upgrading programmes for science teachers: issues of assessment
With many science teachers from the Caribbean migrating to more developed countries in order to take up more lucrative contracts, the need to increase the training opportunities for teachers has taken on greater urgency. Online learning is considered a convenient option to address this increased demand for in-service training and upgrading of teachers. While this form of course delivery has several strengths, there are several drawbacks that are of particular significance for training and professional development of teachers.
With many science teachers from the Caribbean migrating to more developed countries in order to take up more lucrative ... Show Full Abstract