- Australian Flexible Learning Framework (AFLF) (55)
- Australian Institute of Training and Development (AITD) (17)
- 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)
- Rings of engagement: a model for MOOC enrollment
This article presents a new model for [massive open online course] MOOC enrollment, called ‘rings of engagement’, to address the issue of the extreme attrition rate in the current MOOC enrollment model. While the current MOOC enrollment model considers the total number of enrolled participants in a MOOC as the final number of enrolled learners, [the authors’] model has three circles of learners’ enrollment, based on learners’ learning needs. [The authors] argue that by creating three different circles of learners’ enrollment, [the authors] can keep track of learners’ performances and attrition rates in each circle to assess the effectiveness of MOOCs.
This article presents a new model for [massive open online course] MOOC enrollment, called ‘rings of engagement’, to address ... Show Full Abstract
- 'What skills do I have? What skills will I need?': building an employability skills profile through an online reflective learning program
There is consensus of opinion of the value of critical reflective practice for student learning, professional development and employability. Yet, students are known to struggle with reflective practice. The purpose of this research is to describe a proposed design for an innovative multidisciplinary online program for work integrated learning (WIL), which facilitates and guides reflective thinking while developing metacognitive awareness of employability skills and attributes. The paper discusses the theoretical framework and envisaged design of this online resource.
There is consensus of opinion of the value of critical reflective practice for student learning, professional development ... Show Full Abstract
- Internationalisation in European higher education: European policies, institutional strategies and EUA support
As internationalisation is of growing importance for universities, [European University Association] EUA has been actively contributing to the development of European internationalisation at both institutional and policy levels. [This] consultation asked: (1) what the university would expect from the [European Union] EU higher education internationalisation strategy that is to be launched in June 2013; and (2) whether and to what extent members participate in EUA's international activities, and what they would expect it to offer in the future. In order to be able to validate the results, a few questions have also been asked regarding the state of internationalisation at EUA member institutions. In addition, a question on MOOCs (massive open online courses) has been included, as they are currently attracting a lot of attention and stimulating debate about internationalisation and course delivery in general.
As internationalisation is of growing importance for universities, [European University Association] EUA has been actively ... Show Full Abstract
- Training and development, vol. 41, no. 4, August 2014
Feature articles in this issue include: Skills for lifelong learning / Samuel Malone (pages 8-9); Becoming a social learning practitioner / Michelle Ockers (pages 10-11); Social learning at work / Donna Meadows (pages 12-13); Turning informal learning into measurable business outcomes / Paul Rasmussen (pages 14-15); Learning by stealth / Hayley Steer (pages 16-17); Much ado about [massive open online courses] MOOCs / Ryan Tracey (pages 18-19); Unlocking the promise of leadership development / B. H. Tan (pages 20-21); Managing challenging behaviours / Marc Ratcliffe (pages 22-23).
Feature articles in this issue include: Skills for lifelong learning / Samuel Malone (pages 8-9); Becoming a social learning ... Show Full Abstract
Corporate authors: Australian Institute of Training and Development (AITD)
New Zealand Association for Training and Development (NZATD)
Resource type: Journal issue
Subjects: Skills and knowledge; Lifelong learning; Teaching and learning;
- Promise and/or peril: MOOCs and open and distance education
This paper provides an introduction to [massive open online course] MOOCs with a special focus on distance educators and institutions. The paper begins with a short description of the characteristic of the four words included in the MOOC acronym and then tries to show how each contributes to the complexity of this education phenomena. The paper concludes with discussions of MOOC business models and the implications for open and distance education institutions.
This paper provides an introduction to [massive open online course] MOOCs with a special focus on distance educators and ... Show Full Abstract
- 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