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MOOCs: Massive Open Online Courses [January 2014 update]

This paper updates developments in Massive Open Online Courses (MOOCS), particularly where they may concern European higher education. MOOCs are growing, and while the highest concentration is in the US, around one third of MOOCs involve European higher education institutions. The European Commission has expressed interest in, and support for, exploring the possibilities MOOCs offer. MOOCs have also developed in other regions where existing education structures are well-developed. These courses are not viewed as a replacement for traditional higher education, but as an adjunct to it through blended learning, lifelong learning and continuing professional education. There are concerns about MOOCs but European institutions see forms of technology-enhanced learning in a positive light.

This paper updates developments in Massive Open Online Courses (MOOCS), particularly where they may concern European higher ...  Show Full Abstract  

Authors: Gaebel, Michael
Date: 2014
Geographic subjects: Europe
Resource type: Paper
Series name: EUA occasional papers
Subjects: Higher education; Teaching and learning; Technology;

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Assessment e-Risk Survey of key stakeholders 2014: an Australian enquiry into VET online e-assessment: support document

This document is the third of three reports prepared as part of the Flexible Learning Advisory Group (FLAG) commissioned enquiry into online e-assessment in Australia. This enquiry was commissioned by FLAG to do two things: (1) to explore the perception among some stakeholders that the use of technology-assisted assessment (online e-assessment) represents a risk to quality training outcomes; and (2) to seek ways to address these concerns by examining available solutions that ensure the veracity of online e-assessment and the reliable authentication of candidate identity. The purpose of this third report is two-fold. First, to more fully explain the nature, scope, and analysis of the Assessment e-Risk Survey; and second, to present the collated responses of the four stakeholder groups (including verbatim comments) at the level of individual survey questions. The survey created a wealth of information. The intention of this support document is to make this information available in a form that will be useful to other researchers, policy advisers, and practitioners.

This document is the third of three reports prepared as part of the Flexible Learning Advisory Group (FLAG) commissioned ...  Show Full Abstract  

Authors: Morris, Tom
Date: 2014
Geographic subjects: Australia; Oceania
Resource type: Report
Series name: National VET E-learning Strategy
Subjects: Assessment; Teaching and learning; Research;

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An Australian guide to the risk management of VET online e-assessment: a companion document to the research report into the veracity and authenticity concerns of stakeholders

This enquiry was commissioned by the Flexible Learning Advisory Group (FLAG) to address stakeholder concerns regarding the veracity and authenticity of online e-assessment and the quality of training outcomes. The enquiry involved a wide ranging review of Australian and international research and policy reports, and includes an Assessment e-Risk Survey of key stakeholders: employer representatives, (Australian Skills Quality Authority) ASQA and Western Australian Training Accreditation Council (TAC) auditors, Polytechnic West and Central online assessors and online students. The purpose of the guide is to present an overview of the treatment options within a risk assessment context. A 'treatment options' checklist is included in the appendix to assist practitioners to undertake their own context specific risk assessment.

This enquiry was commissioned by the Flexible Learning Advisory Group (FLAG) to address stakeholder concerns regarding the ...  Show Full Abstract  

Authors: Morris, Tom
Date: 2014
Geographic subjects: Australia; Oceania
Resource type: Guide
Series name: National VET E-learning Strategy
Subjects: Technology; Management; Teaching and learning;

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An Australian enquiry into the veracity and authenticity of VET online e-assessment: a risk management approach to stakeholder concerns

This enquiry was commissioned by the Flexible Learning Advisory Group (FLAG) to address stakeholder concerns regarding the veracity and authenticity of online e-assessment and the quality of training outcomes. The enquiry involved a wide ranging review of Australian and international research and policy reports, and includes an Assessment e-Risk Survey of key stakeholders: employer representatives, Australian Skills Quality Authority (ASQA) and Western Australian Training Accreditation Council (TAC) auditors, Polytechnic West and Central online assessors and online students. It was found that the quality of vocational education and training (VET) online e-assessment outcomes cannot be treated as discrete 'e-assessment' issues. What is required is a holistic approach grounded in an understanding of the assessment lifecycle. This report is a comprehensive research report and analysis of findings.

This enquiry was commissioned by the Flexible Learning Advisory Group (FLAG) to address stakeholder concerns regarding the ...  Show Full Abstract  

Authors: Morris, Tom
Date: 2014
Geographic subjects: Australia; Oceania
Resource type: Report
Series name: National VET E-learning Strategy
Subjects: Teaching and learning; Technology; Assessment;

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eLearning in Commonwealth Asia 2013

This study is an attempt to analyse the eLearning scenario in the Commonwealth Asian countries comprising of Bangladesh, Brunei Darussalam, India, Malaysia, Maldives, Pakistan, Singapore and Sri Lanka. Elearning is a broad term generally used to refer to web-based learning, online learning, blended learning, networked learning, distributed learning, flexible learning, etc. Educational institutions are attracted towards use of [information and communications technology] ICT that provides them with more flexibility and options to reach the students in various ways. The findings indicate that the implementation of eLearning in Commonwealth Asian countries is an increasing trend. Though institutions are facing different challenges, the enthusiasm among the faculty and staff is high. Institutions are integrating ICTs and online technologies in their programmes, which are largely offered in blended mode.

This study is an attempt to analyse the eLearning scenario in the Commonwealth Asian countries comprising of Bangladesh, ...  Show Full Abstract  

Authors: Pulist, S. K.; Mishra, Sanjaya
Date: 2013
Geographic subjects: Bangladesh; Brunei; India;
Resource type: Report
Subjects: Teaching and learning; Technology

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Not yet sold: what employers and community college students think about online education

Online education is rapidly moving into the higher education mainstream. Research suggests that some forms of online education can result in equal or better learning outcomes for students compared to in-classroom instruction. At the same time, however, online classes may not serve all students equally well. In particular, those who are already struggling to keep up with their college work are more likely to drop out of online classes than classes taught face-to-face. Separating hype from substance and tracking how online education is actually affecting students and other key stakeholders will be crucial as this way of teaching and learning evolves. This research brief takes stock of the experiences and views of people directly affected by online learning in higher education - in this case, employers and community college students.

Online education is rapidly moving into the higher education mainstream. Research suggests that some forms of online ...  Show Full Abstract  

Corporate authors: Public Agenda Foundation
Date: 2013
Geographic subjects: United States; North America
Resource type: Report
Series name: Taking stock report (Public Agenda)
Subjects: Teaching and learning; Technology; Higher education;

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The future of e-ducation: the impact of technology and analytics on the education industry

Technology is having an unprecedented impact on education; its future is being shaped by current and emerging technologies that are drastically changing the way in which learning and teaching are experienced. Education is increasingly becoming individualised, customised and more accessible as a result of combining open source technology, the Internet, mobile and multi-faceted technology, virtual learning environments and learning analytic technology. This report reflects on the innovation and the complexities that are currently emerging in education as a result of these technological advancements. Building on this, the report will examine why these technologies are changing the landscape of education and how they will be pivotal in achieving the United Nations' goal for universal education by 2015.

Technology is having an unprecedented impact on education; its future is being shaped by current and emerging technologies ...  Show Full Abstract  

Authors: Bennett, Morgan
Date: 2014
Resource type: Report
Subjects: Technology; Teaching and learning; Innovation;

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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  

Authors: Grainger, Barney
Date: 2013
Geographic subjects: England; Great Britain; Europe
Resource type: Report
Subjects: Higher education; International education; Teaching and learning;

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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  

Authors: Conrad, Dianne; Mackintosh, Wayne G.; McGreal, Rory;
Date: 2013
Resource type: Report
Subjects: Assessment; Economics; Teaching and learning;

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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  

Authors: Githens, Rod P.; Sauer, Timothy M.; Crawford, Fashaad L.;
Date: 2014
Geographic subjects: United States; North America
Journal title: Community college review
Resource type: Article
Subjects: Providers of education and training; Workforce development; Teaching and learning;

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