- 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)
- Massive open online course (MOOC) report 2013
The University of London International Programmes launched four massive open online courses (MOOCs) on the Coursera platform in June 2013. Each of the MOOCs lasted six weeks and was designed to offer a short introduction to subjects the university offered as full degrees. The initial offering of four MOOCs attracted over 210,000 initial registrations, over 90,000 active students in their first week, from over 160 countries and lead to 8,843 Statements of Accomplishment being attained. The programmes offered achieved an aggregate student satisfaction rating of 91 per cent (ranging from good to excellent). While it is still too early to evaluate the conversion of students completing a MOOC to enrolment on a University of London International Programmes degree, over 30 students who applied to the university's 2013/14 fee-paying programmes have indicated that they took one of the MOOCs beforehand.
The University of London International Programmes launched four massive open online courses (MOOCs) on the Coursera platform ... Show Full Abstract
- Report on the assessment and accreditation of learners using open education resources (OER)
This report shares the findings and lessons learned from an investigation into the economics of disaggregated models for assessing and accrediting informal learners, with particular attention to the [open educational resources] OER University (OERu) consortium. It also relies on data from a small-scale survey conducted by two of the authors on perceptions, practices and policies relating to openness in assessment and accreditation in post-secondary institutions (Murphy and Witthaus, 2012). These investigations include the perceptions of stakeholders in post-secondary education towards the OERu concept, combined with a look at economic models for universities to consider in implementing OER assessment and accreditation policies.
This report shares the findings and lessons learned from an investigation into the economics of disaggregated models for ... Show Full Abstract
- Online workforce development in community colleges: connection with community, institutional, and governance factors
This study examined community and institutional factors that influence offering online workforce development programs in community colleges. The study included a random sample of 321 community colleges in the United States. Findings conclude that colleges operating under statewide governance structures and in states with more highly centralized statewide practices have more online occupational programs than other types of institutions. In addition, student racial demographics factor into online course offerings. Institutions with higher percentages of white students are more likely to offer online occupational programs. These findings illustrate a potential need for additional online program development in colleges with larger percentages of students of color and raise questions about how states with decentralized systems can increase educational access by facilitating additional online workforce development programs.
This study examined community and institutional factors that influence offering online workforce development programs in ... Show Full Abstract
- Employers' perceptions of online accounting education
The main focus of this research is on perceptions of accounting employers of those individuals obtaining their accounting education online. An online survey of accounting professionals was conducted, and the findings suggest that a candidate with a traditional education is more suitable for employment than a candidate with an online education. Also, the reputation of the candidate's institution, as well as the candidate's grade point average and work experience, all have an impact on an employer's hiring decision. However, the perception of respondents is that online education is becoming more acceptable. Further, the online education experience of recruiters does not impact their hiring decisions.
The main focus of this research is on perceptions of accounting employers of those individuals obtaining their accounting ... Show Full Abstract
- Increasing access through mobile learning
As the use of mobile devices increases, so is interest in harnessing their power for education and training. Mobile learning (mLearning) is an emerging field that, with the availability of open educational resources and rapid growth of mobile technologies, has immense potential to revolutionise education - in the classroom, in the workplace, and for informal learning, wherever that may be. With mLearning, education becomes accessible and affordable for everyone. This book contributes to the advancement of the mLearning field by presenting comprehensive, up-to-date information about its current state and emerging potential. The book will help educators and trainers in designing, developing and implementing high-quality mLearning curricula, materials and delivery modes that use the latest mobile applications and technologies. The 16 chapters, written by 30 contributors from around the world, address a wide range of topics, from operational practicalities and best practices to challenges and future opportunities. Researchers studying the use of mLearning in education and training, including as a means of supporting lifelong learning, will also find the experiences shared in this book to be of particular interest.
As the use of mobile devices increases, so is interest in harnessing their power for education and training. Mobile learning ... Show Full Abstract
- Evaluation of the effectiveness of an online program to help co-op students enhance their employability skills: a study of the University of Waterloo's Professional Development program (WatPD)
Co-operative education was one of the University of Waterloo's (UW) defining characteristics when it opened in 1957 and it remains a foundational pillar today. With the support of its 4,500 employer partners, UW offers alternating terms of academic and workplace experience to more than 16,500 students from more than 120 different academic programs. These figures make UW the largest postsecondary co-op program in the world. Maintaining strong employer relationships has been a critical success factor for UW's co-op program. Both the relevant literature and the feedback received from employers have indicated that employability skills (communication, interpersonal skills, problem solving, etc.) are essential to success in today's workplace. A number of studies also indicate that employers are not satisfied with the employability skills of new graduates. To address this concern, co-op students from UW have been taking online professional development courses since 2006 through the University of Waterloo's Professional Development program (WatPD). The goal of WatPD is to enhance students' development of employability skills during their work terms. This report describes WatPD's program evaluation plan, including the evaluation methodology and findings collected to date.
Co-operative education was one of the University of Waterloo's (UW) defining characteristics when it opened in 1957 and it ... Show Full Abstract
- Evaluating Essential Skills for Ontario’s Tradespeople (ESOT) project
The goal of the Evaluating Essential Skills for Ontario’s Tradespeople (ESOT) project was to investigate whether the availability and use of an online essential skills assessment tool during the first stage of an apprenticeship would result in improved academic performance of the project participants during subsequent in-school training. The ESOT project arose from concerns expressed by college educators that many apprentices lack the foundational math, reading and document use skills that are required for both in-school and on-the-job success. Currently, these essential skills gaps cannot be identified or addressed until the apprentice commences in-school training, and even then is often difficult to do. This study was conducted over an 18-month period and asked the research question: Does intervention at apprenticeship registration, using a learner-customized online learning model, result in academic improvements during in-school training?
The goal of the Evaluating Essential Skills for Ontario’s Tradespeople (ESOT) project was to investigate whether the ... Show Full Abstract
- An adaptive e-learning community of practice for mechanics courses in engineering
The aim of this project is to address long-standing and persistent challenges in engineering education. Its approach is to use ideas from the field of Artificial Intelligence (AI) to provide intelligent e-learning tools that are adaptive to student's learning performance. Failure rates of up to 50 per cent are common in introductory mechanics courses in engineering, which has been an issue of continuing importance and concern. Many initiatives have been aimed at identifying reasons for the high failure rates, and finding ways of addressing the problem - both by individual engineering mechanics teachers and, increasingly, by the community of engineering educators. One aim of the community approach to developing and using the [adaptive tutorials] ATs is that it will lead to a better shared understanding of the common cognitive challenges facing undergraduate students of engineering mechanics. Specifically, the project aimed to provide some practical tools for researching and improving student learning in the discipline. In particular, the inherent difficulty for teachers in identifying threshold concepts in engineering mechanics may be partly overcome by the ability to track learning patterns in detail across large numbers of students.
The aim of this project is to address long-standing and persistent challenges in engineering education. Its approach is to ... Show Full Abstract
- The development of massive open online courses (MOOCs) in New Zealand
The aim of this project was to provide a baseline account of massive open online courses (MOOCs) in the New Zealand context. An introductory section puts MOOCs into their theoretical and conceptual context in commitments to freedom, citizenship, knowledge for all, social progress, individual transformation and 'openness'. Five themes emerged from the literature: the disruption of higher education; open learning; technology and education; the political economy; and learners and learning. Stakeholders identified a range of potentially disruptive effects of MOOCS, but there is evidence of significant caution among organisations in adopting MOOC models. Disruption may occur from issues of access, price and non-traditional modes of learning, new models of learning and incompatibilities. Little is yet known about MOOC learners, but many see the potential to improve access and reduce costs to learners, including particular groups of learners. The conclusion examines the themes raised in the report and considers options for the sustainable development of MOOCs in the New Zealand context.
The aim of this project was to provide a baseline account of massive open online courses (MOOCs) in the New Zealand context. ... Show Full Abstract
- Using blogging as a teaching/learning tool in a postgraduate teacher education programme at the University of the West Indies (UWI): an activity systems analysis
This paper analyses the impact of blogging on teaching/learning in the English Curriculum unit of a postgraduate teacher education programme that had traditionally been taught face-to-face. Since the 22 teachers of this unit met as a whole group only once a fortnight for most of the semester, blogging was used to introduce course content, to promote reflection and research, and to facilitate teacher interaction. Activity systems criteria such as use of tools, distribution of community learning, interplay of contradictions, and achievement of objectives were used to analyse comments posted to topics on the English Curriculum blog. Two post-blog questionnaires were also administered to gain feedback on interactivity and blog outcomes. Findings suggest that while blogging did promote course content dissemination, it promoted little self-generated research. Teacher interaction was highest on topics of current local concern, while reflection, critical thinking, and risk taking varied with length of teaching experience and individual teacher aptitude. Implications are that in transitioning to online learning in the Caribbean, teacher educators should pay attention to cultural issues and traditions of learning in Caribbean educational systems. With the rapid evolution of elearning resources and ongoing research in mixing traditional and online technologies, a blended learning approach that accommodates a 'flexible learning' philosophy might be best suited for the Caribbean as educators acclimatize to and indigenize technologies.
This paper analyses the impact of blogging on teaching/learning in the English Curriculum unit of a postgraduate teacher ... Show Full Abstract