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Linking law: practical guidelines for delivering law to rural Victoria using e-learning technologies

These guidelines have arisen from a research project funded by the Telematics Trust and completed by the Centre for Rural Regional Law and Justice (CRRLJ), in the Deakin University School of Law. The guidelines provide information, analysis and practical tips for organisations seeking to use digital technologies to enhance general and professional legal education for people living in remote, rural and regional (RRR) Victoria. In many cases, standard good practice in the use of these technologies is all that is needed to include people living in RRR areas effectively in community and professional education. Many metropolitan participants can also benefit from the availability of low-bandwidth options, recordings, provision for individual online access to videoconferenced events, etc. The document begins with an overview of the landscape for digitally based legal community and professional education in RRR Victoria. The major part of the document then presents the guidelines, highlighting a range of factors reflecting important practical and pedagogical concerns, including access, cost, need for specialist information technology (IT) support, cohort size, and ability to support particular learning designs and types of communication.

These guidelines have arisen from a research project funded by the Telematics Trust and completed by the Centre for Rural ...  Show Full Abstract  

Authors: Dracup, Mary
Date: 2014
Geographic subjects: Victoria; Australia; Oceania
Resource type: Guide
Subjects: Teaching and learning; Demographics; Technology;

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Patterns of student enrolment and attrition in Australian open access online education: a preliminary case study

Swinburne University of Technology has experienced tremendous growth in open access online learning and as such is typical of the many Australian institutions that have ventured into online tertiary education. While research in online education continues to expand, comparatively little investigates students' enrolment and attrition. This research examines commencing enrolment and associated student withdrawal data, as well as performance scores from eight units forming a marketing major for an open access online undergraduate degree. Since data were collected over a five year period, trends and patterns within a substantial online undergraduate program can be explored. The paper discusses the challenges of analysing enrolment data. Initial findings suggest that retention strategies should be designed according to the stage students are at in their studies. Furthermore, the research informs the prioritisation and development of more effective enrolment and performance data reporting capabilities, which in turn would benefit student management and retention.

Swinburne University of Technology has experienced tremendous growth in open access online learning and as such is typical ...  Show Full Abstract  

Authors: Greenland, Steven J.; Moore, Catherine
Date: 2014
Geographic subjects: Victoria; Australia; Oceania
Journal title: Open praxis
Resource type: Article
Subjects: Higher education; Students; Participation;

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People: the invisible, unrecognised but essential resource for effective online learning

This is the workshop presented at the NET*Working 2001 conference in Brisbane on 16 October 2001. This publication includes the four papers presented at the workshop: The size and scope of online delivery in VET / Robyn Hill; The pedagogy and learning approaches used in online delivery / Ros Brennan; The quality of the online experience from a student perspective / Joan Cashion and Phoebe Palmieri; The support students need when they study online / Cathy McNickle.

This is the workshop presented at the NET*Working 2001 conference in Brisbane on 16 October 2001. This publication includes ...  Show Full Abstract  

Authors: Guthrie, Hugh; Gibb, Jennifer; Hill, Robyn;
Conference name: Net*Working 2001: From Virtual to Reality: Fourth International Conference on Open Learning
Date: 2001
Geographic subjects: Oceania; Australia
Resource type: Conference
Subjects: Students; Teaching and learning; Vocational education and training;

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MOOCs and the funnel of participation

Massive online open courses (MOOCs) are growing substantially in numbers, and also in interest from the educational community. MOOCs offer particular challenges for what is becoming accepted as mainstream practice in learning analytics. Partly for this reason, and partly because of the relative newness of MOOCs as a widespread phenomenon, there is not yet a substantial body of literature on the learning analytics of MOOCs. However, one clear finding is that drop-out/non-completion rates are substantially higher than in more traditional education. This paper explores these issues, and introduces the metaphor of a 'funnel of participation' to reconceptualise the steep drop-off in activity, and the pattern of steeply unequal participation, which appear to be characteristic of MOOCs and similar learning environments.

Massive online open courses (MOOCs) are growing substantially in numbers, and also in interest from the educational ...  Show Full Abstract  

Authors: Clow, Doug
Conference name: International Learning Analytics and Knowledge Conference
Date: 2013
Geographic subjects: Great Britain; Europe
Resource type: Conference
Subjects: Higher education; Participation; Outcomes;

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The potential social, economic and environmental benefits of MOOCs: operational and historical comparisons with a massive 'closed online' course

Massive online open courses (MOOCs) have recently become a much discussed development within higher education. Much of this debate focuses on the philosophical and operational similarities and differences between the types of MOOCs that have emerged to date, the learner completion rates and how they can be sustained. In contrast there has been much less discussion about how such courses do, or do not, fit in with existing higher education policy and practice in terms of the social, economic and environmental benefits. This paper begins to address this issue by comparing and contrasting current MOOCs with one large population [information and communications technology] ICT-enhanced, mostly online Open University UK course presented a decade earlier and how they have both served, or might serve, broader social, economic or environmental objectives. The paper concludes that while MOOCs are forcing a re-conceptualisation of higher education study, much can also be learned from previous and existing large population mainly online courses from open universities.

Massive online open courses (MOOCs) have recently become a much discussed development within higher education. Much of this ...  Show Full Abstract  

Authors: Lane, Andy; Caird, Sally; Weller, Martin
Date: 2014
Geographic subjects: Great Britain; Europe
Journal title: Open praxis
Resource type: Article
Subjects: Teaching and learning; Technology; Higher education;

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Can MOOCs and existing e-learning efficiency paradigms help reduce college costs?

E-learning enrollments in post-secondary education are growing significantly but the annual cost of tuition continues to increase more than inflation. Does this mean that e-learning cannot reduce costs? After describing some salient details of the tuition cost problem, this article examines four paradigms that have the potential to reduce tuition significantly over the long term, perhaps by half. First, it reviews the effects of free massively open on-line courses (MOOCs) and the new [Massachusetts Institute of Technology] MIT/Harvard Ed X project. Second, it describes the underutilized but highly scalable National Center for Academic Transformation's (NCAT) course redesign paradigm, capable of reducing aggregate administrative and teaching costs by billions annually, and examines problems associated with its wider deployment. Third, Western Governors University's competency-based approach is presented as another way of drastically reducing labor costs while increasing availability of college courses to low income students. Finally, the export/import approach is introduced, in which MOOCs for credit become available (at a fee) beyond the offering institutions, thereby setting up a disruptive, but potentially highly economical reduction in faculty and administrative labor expense.

E-learning enrollments in post-secondary education are growing significantly but the annual cost of tuition continues to ...  Show Full Abstract  

Authors: Ruth, Stephen
Date: 2012
Geographic subjects: Unites States; North America
Journal title: International journal of technology in teaching and learning
Resource type: Article
Subjects: Economics; Higher education; Technology;

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Prospects for success of MOOC in higher education in India

Massive open online courses (MOOCs) are witnessing a huge demand among students, with the majority of Indian students enrolling in foreign universities. When elite colleges are offering courses free of cost to students, it is definitely an offer hard to resist. Coursera, a major player in the MOOC sector gets the second highest enrollments from India. It is time to develop a strategy for launching MOOCs in India. This paper proposes a framework for the success of MOOCs in India to revolutionize the current education sector. If accurately implemented, the massive and economic nature of MOOCs can provide a solution to the problems of the youth, along with changing the dynamics of education delivery methods currently followed in India. The objective of the paper is to focus on providing a framework beneficial for the learner, trainer, university and industry.

Massive open online courses (MOOCs) are witnessing a huge demand among students, with the majority of Indian students ...  Show Full Abstract  

Authors: Devgun, Puja
Date: 2013
Geographic subjects: India; Asia
Journal title: International journal of information and computation technology
Resource type: Article
Subjects: Technology; Teaching and learning; Innovation;

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Preparing faculty for teaching a MOOC: recommendations from research and experience

Due to the increasing popularity of massive open online courses (MOOCs) more faculty and institutions are exploring MOOCs. Faculty often seek help from campus units such as faculty development centers to handle the complexity of factors involved in planning, designing, developing and delivering MOOCs. As a result, faculty development centers should be ready to prepare faculty for teaching a MOOC. In this paper, a number of recommendations based on research and experience for faculty development staff to follow in helping faculty plan and design a MOOC, and organizational issues to consider, are summarized.

Due to the increasing popularity of massive open online courses (MOOCs) more faculty and institutions are exploring MOOCs. ...  Show Full Abstract  

Authors: Richter, Stephanie L.; Krishnamurthi, Murali
Date: 2014
Geographic subjects: North America; United States
Journal title: International journal of information and education technology
Resource type: Article
Subjects: Workforce development; Higher education; Providers of education and training;

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MOOC pedagogy: gleaning good practice from existing MOOCs

The revolutionary potential of massive open online courses (MOOCs) has been met with much skepticism, particularly in terms of the quality of learning offered. Believing that a focus on learning is more important than a focus on course completion rates, this position paper presents a pedagogical assessment of MOOCs using Chickering and Gamson's Seven Principles of Good Practice in Undergraduate Education and Bloom's taxonomy, based on the author's personal experience as a learner in four [extended] xMOOCs. Although most xMOOCs have similar characteristics, the author shows that they are not all offered in exactly the same way, and some provide more sound pedagogy that develops higher order thinking, whereas others do not. The author uses this evaluation, as well as reviews of other xMOOCs in the literature, to glean some good pedagogical practices in xMOOCs and areas for improvement.

The revolutionary potential of massive open online courses (MOOCs) has been met with much skepticism, particularly in terms ...  Show Full Abstract  

Authors: Bali, Maha
Date: 2014
Geographic subjects: United States; North America
Journal title: Journal of online learning and teaching
Resource type: Article
Subjects: Teaching and learning; Technology

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Massive open online courses (MOOCs): not disruptive yet, but the future looks bright

The idea that [massive open online courses] MOOCs will cause imminent disruption of the higher education market appears frequently in the media. [Deloitte] believe that while this hype creates interest, most large educational institutions will experiment with this form of content but MOOCs will not disrupt education significantly in the near term. Enterprise training and continuing education looks likely to be the fastest adopter of MOOCs, with significant growth in 2014 and 2015.

The idea that [massive open online courses] MOOCs will cause imminent disruption of the higher education market appears ...  Show Full Abstract  

Corporate authors: Deloitte Touche Tohmatsu (Firm)
Date: 2014
Resource type: Report
Subjects: Higher education; Teaching and learning; Providers of education and training;

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