- 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)
- 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
- A world of learning: Canada's performance and potential in international education
In chapter one, this report examines internationalisation in Canada and the growing importance of international education, including an overview of policy, marketing efforts and immigration issues. Chapter two focuses on the students, with an analysis of where the students come from and what makes them choose Canada for their education. Chapter three examines the results from the 2013 International Student Survey and their general satisfaction with their student experience. Chapter four looks at Canadian students who study abroad. Chapter five presents case studies of programs that serve as pathways to education and employment. Chapter six explores two trends in international education: offshore campuses through public-private partnerships and massive open online courses (MOOCs).
In chapter one, this report examines internationalisation in Canada and the growing importance of international education, ... Show Full Abstract
- 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