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Professional development online for technical teachers in Vietnam: final report

This project set out to verify the technical competence of a small group of teaching staff in two of Vietnam’s largest providers of Australian TAFE qualifications. The distinguishing feature of this professional development project was the adoption, for the first time, of internet technology using chat, web cam and video conferencing.

This project set out to verify the technical competence of a small group of teaching staff in two of Vietnam’s largest ...  Show Full Abstract  

Corporate authors: Humanagers (Australia)
TAFESA
Date: 2006
Geographic subjects: Oceania; Australia; Asia;
Resource type: Report
Subjects: Providers of education and training; Vocational education and training; Workforce development;

VITAL Object

Development of mathematical pathways for VET students to articulate to related higher education courses: a focus on engineering

Australia needs more qualified professionals in the science, technology, engineering, and mathematics (STEM) areas. The national focus on widening participation in higher education (HE) includes strengthening pathways from vocational education and training (VET). VET students often lack the mathematics skills necessary to articulate successfully to their chosen university degrees. Current approaches such as bridging and foundation mathematics programs are not tailored or sufficiently contextualised for VET articulants. This project is developing a mathematics pathway designed to improve the readiness of VET engineering diploma graduates for higher education study in engineering degree programs. Arrangements are flexible so that students can complete these pathways either as part of their engineering diploma as a VET student or as part of preparatory study at the diploma level at university.

Australia needs more qualified professionals in the science, technology, engineering, and mathematics (STEM) areas. The ...  Show Full Abstract  

Authors: Penesis, Irene; Kilpatrick, Sue; Broun, Dayna;
Date: 2015
Geographic subjects: Australia; Oceania
Journal title: International journal of innovation in science and mathematics education
Resource type: Article
Subjects: Vocational education and training; Pathways; Providers of education and training;

VITAL Object

Competences, learning theories and MOOCs: recent developments in lifelong learning

Our societies have come to be known as knowledge societies in which lifelong learning is becoming increasingly important. In this context, competences have become a much discussed topic. Many documents were published by international organisations (UNESCO, World Bank, European Commission) which enumerated 21st century key competences. The field of learning theories has also experienced advances. Findings from neuroscience have promoted a new understanding of what really happens in the brain when we learn. At the same time, the fact that learning increasingly takes place in virtual communities led George Siemens (2004) to propose connectivism as a learning theory for the digital age. Similarly, Roberto Carneiro (2010) suggested a theory he called generativism which aims at describing collaborative learning with digital technologies and open educational resources. These theories might be better able to describe and explain lifelong learning than classical learning theories. In the field of digital technologies, Massive Open Online Courses (MOOCs) have recently received a great deal of attention. While Siemens suggested connectivist MOOCs (MOOCs) as the ideal platform for connectivist learning, other forms of MOOCs were also developed. These MOOCs have spread at a breath-taking pace in the last few years although it is far from clear to what extent they are based on principles from learning theories and really support learning. These developments will be presented and discussed with respect to their relevance for lifelong learning as an integral part of man's quest for meaning.

Our societies have come to be known as knowledge societies in which lifelong learning is becoming increasingly important. In ...  Show Full Abstract  

Authors: Steffens, Karl
Date: 2015
Journal title: European journal of education: research, development and policy
Resource type: Article
Subjects: Lifelong learning; Teaching and learning; Skills and knowledge;

VITAL Object

E-learning in European higher education institutions: results of a mapping survey conducted in October-December 2013

The present study on e-learning intends to contribute to closing a data gap and to stimulate the discussion on the further development of national and European policies on the issue and to support its systematic institutional take-up. It draws upon a survey conducted by the European University Association between October and December 2013. [Two hundread and forty-nine] answers from higher education institutions, in their majority universities, from 38 European systems ([European Union] EU and wider Europe), were received. While the sample is self-selected, it represents almost one third of [European University Association's] EUA's institutional membership. The survey asked about the type of e-learning institutions use, their experiences in this area and their expectations for the future. It considered blended and online learning in various formats. Given the strong interest in Massive Open Online Courses (MOOCs), a large section of the report is dedicated to this issue. The survey also posed questions regarding support structures and services, intra-institutional coordination, quality assurance and recognition.

The present study on e-learning intends to contribute to closing a data gap and to stimulate the discussion on the further ...  Show Full Abstract  

Authors: Gaebel, Michael; Kupriyanova, Veronika; Morais, Rita;
Date: 2014
Geographic subjects: Europe
Resource type: Report
Series name: EUA publications
Subjects: Policy; Higher education; Teaching and learning;

VITAL Object

E-portfolio indicator for competency assessment and virtual learning in Malaysia Skills Certification

The use of e-portfolios which provides a more effective method for recording and managing competency achievement has become increasingly popular. For Malaysian Skills Certification (MSC), students are required to create paper-based portfolios to demonstrate their knowledge and competence level. Nevertheless, existing literature indicated that paper-based portfolios were problematic, i.e. they tended to be static, and had limits on portability, active management and evaluation, and were difficult [for] updating information. E-portfolios have the potential to address these problems. This paper investigates the pontential of e-portfolios for competency assessments and virtual learning in accordance with the standards stipulated in MSC. A modified Delphi study was conducted with a panel of 11 experts who are competent and experienced in the use of portfolios and [information and communications technology] ICT in [technical and vocational education and training] TVET. The study consisted of three Delphi rounds. In the first round, 32 indicators for virtual learning and seven indicators for competency assessment were identified via literature reviews. In the second and third rounds, the elements from each previous round were assessed by the expert panel until a consensus was achieved. These findings were then analysed using a statistical dispersion technique, i.e. interquartile range. Twenty two indicators for virtual learning and five indicators for competency assessment were identified as important in relation to MSC. The use of e-portfolios in education proves to provide an efficient method for students' competence evaluation, descriptions of students' development process, storage of artefacts, assessments and online learning. For that, e-portfolio offers immense potentials in improving the quality of MSC system.

The use of e-portfolios which provides a more effective method for recording and managing competency achievement has become ...  Show Full Abstract  

Authors: Rahim, Mohd Bekri
Date: 2015
Geographic subjects: Malaysia; Asia
Journal title: TVET@Asia
Resource type: Article
Subjects: Vocational education and training; Assessment; Skills and knowledge;

VITAL Object

Factors associated with student persistence in an online program of study: a review of the literature

This integrated literature review examined factors associated with the ability of students to persist in an online course. Lack of persistence in online education and its consequence of attrition, is an identified problem within the United States and internationally. Terminology has wavered between persistence and success, where each has been interchangeably used to characterize a student that completes a course and continues to program completion. Separate searches were conducted in Academic Search Premier, CINAHL Plus, the Directory of Open Access Journals (DOAJ), Education Full Text, Ovid, and the Journal of Online Learning and Teaching (JOLT). Search terms included persistence, distance education, and online learning. Inclusion criteria included published after 1999, articles from a peer-reviewed journal, and articles addressing student factors leading to persistence. Exclusion criteria included articles not related to factors of persistence, no original data, and articles not written in English or not related to online courses. Factors associated with student persistence in an online program include satisfaction with online learning, a sense of belonging to the learning community, motivation, peer, and family support, time management skills, and increased communication with the instructor. Persistence carries the nuance of complexity beyond mere success. Factors unrelated to knowledge have the ability to provide support, thus allowing the student to overcome hardships in completing a course. If persistence factors are not present in sufficient quantity, the student may be at risk of withdrawing from an online course.

This integrated literature review examined factors associated with the ability of students to persist in an online course. ...  Show Full Abstract  

Authors: Hart, Carolyn
Date: 2012
Geographic subjects: United States; North America
Journal title: Journal of interactive online learning
Resource type: Article
Subjects: Teaching and learning; Outcomes; Participation;

VITAL Object

Fine print, vol. 37, no. 3, 2014

This issue of 'Fine print' contains the following feature articles: 'Ingenious A-frame programs' by Lynda Achren (pages 3-7) which is a collection of five snapshots of successful local pre-accredited programs; 'A finer grained assessment approach' by Michael Christie and Jennifer Dunbabib (pages 8-12) which provides an overview of an approach that is gaining traction as part of the Tasmanian Adult Literacy Action Plan; and 'Social learning: resource platforms and the dynamics of 'push' and 'pull'' by Colin Lankshear (pages 13-17) which explores innovative approaches to learning and some of the theory behind developments in online learning. This issue also contains: 'Higher order thinking skills and the adult learner' by Rhonda Raisbeck (pages 18-20) which explores a themed approach that integrates higher order thinking skills; 'Mathematising' by Beth Marr (pages 21-22) which considers the nexus between mathematics and numeracy teaching; 'Ethical dimensions' by Tricia Bowen (pages 23-24) which explores philosophical theories in relation to teaching; 'Pride of place shines through' by Sarah Deasey (pages 25-26) which provides a rundown of the 2014 Learn Local awards; 'Stories from the field' by Louise Wignall (pages 26-27) which highlights the power of story; 'ACFE Flagship project' by Veronica Volkoff and Rosemary Sharman (pages 28-30) which reports on an adult, community and further education action research project; 'Seven stories, the last not ended' by John Aitchison (pages 31-33) which provides an overview of South Africa's struggles with adult literacy and basic education; and 'Working in the middle ground: an interview with Nina Bekker' by Lynne Matheson (pages 34-35).

This issue of 'Fine print' contains the following feature articles: 'Ingenious A-frame programs' by Lynda Achren (pages 3-7) ...  Show Full Abstract  

Date: 2014
Geographic subjects: Tasmania; Australia; Oceania;
Resource type: Journal issue
Subjects: Technology; Teaching and learning; Literacy;

VITAL Object

The representation of minority, female, and non-traditional STEM majors in the online environment at community colleges: a nationally representative study

Using data from more than 2,000 community college science, technology, engineering, and mathematics (STEM) majors in the National Postsecondary Student Aid Study, this research investigates how ethnicity, gender, non-traditional student risk factors, academic preparation, socio-economic status, and English-as-second-language/citizenship status relate to online course enrollment patterns. Even after controlling for other factors, Blacks and Hispanics (Black and Hispanic men, in particular) were significantly underrepresented in online courses, women were significantly overrepresented, and students with non-traditional student risk factors (delayed enrollment, no high school diploma, part-time enrollment, financially independent, have dependents, single-parent status, and working full-time) were significantly more likely to enroll online. However, although ethnicity, gender, and non-traditional factors were all important predictors for both two- and four-year STEM majors, at community colleges, ethnicity and gender were more important predictors of online enrollment than non-traditional characteristics, which is the opposite pattern observed at four-year colleges.

Using data from more than 2,000 community college science, technology, engineering, and mathematics (STEM) majors in the ...  Show Full Abstract  

Authors: Wladis, Claire; Hachey, Alyse C.; Conway, Katherine M.
Date: 2015
Geographic subjects: United States; North America
Journal title: Community college review
Resource type: Article
Subjects: Students; Gender; Demographics;

VITAL Object

Opportunities and challenges of MOOCS: perspectives from Asia

The recent growth of massive open online courses (MOOCs) has led to discussions of technology-based instruction revolutionizing traditional higher education teaching. Here [the author analyzes] the origin of MOOCs, as well as trends in education initiated by these courses, and compares them with OpenCourseWare (OCW), YouTube EDU, and iTunes U. Specifically, this paper will discuss the opportunities and challenges presented by MOOCs, from the perspective of Asian countries, with reference to economics, culture, language, and instruction.

The recent growth of massive open online courses (MOOCs) has led to discussions of technology-based instruction ...  Show Full Abstract  

Authors: Chen, Joyce Chao-chen
Conference name: International Federation of Library Associations and Institutions World Library and Information Congress
Date: 2013
Geographic subjects: Asia
Resource type: Conference
Subjects: Teaching and learning; Higher education; Technology;

VITAL Object

DeMOOCratization of education?: massive open online courses, opportunities and challenges: views from Mexico, Thailand and Senegal

Massive open online courses (MOOCs) have been portrayed as an alternative path to access higher education. However, perspectives from developing countries on how MOOCs might impact educational landscapes in those regions are still scarce. This study offers views on MOOCs, through the perspectives of various actors (mainly from developing regions - Mexico, Thailand and Senegal): MOOC instructors, through personal interviews; MOOC students, through a survey distributed to 391 individuals; MOOC providers (university coordinators, in close contact with developers of MOOC platforms); and other educational stakeholders with experience in online education. [The author] analyzes opportunities and challenges surrounding MOOCs in emerging economies; drawing on the issues of MOOCs' accessibility, their objectives and rationales, advantages and shortcomings. [The author] explores the question of who has access to what kind of education through MOOCs. What's in it for higher education in developing and emerging economies? Views surrounding MOOCs are largely positive, yet [the author] encountered echoes to some concerns voiced by other specialists: significant barriers keep MOOCs out of the reach of underprivileged populations; prestigious universities have implemented MOOCs motivated partly by marketing reasons; and the pedagogical methods may not always turn out to be 'revolutionary' or even different from traditional instructor-led teaching at all. Interviewees and respondents often hold ambivalent opinions: the feeling that MOOCs do give access to higher education to people who otherwise could not have it; while recognizing that they are largely benefiting people who have already had advanced educational opportunities.

Massive open online courses (MOOCs) have been portrayed as an alternative path to access higher education. However, ...  Show Full Abstract  

Authors: Franco Yanez, Clara
Date: 2014
Geographic subjects: Mexico; North America; Thailand;
Resource type: Working paper
Series name: NORRAG working paper
Subjects: Economics; Higher education; Equity;

VITAL Object