- Open University (10)
- Choy, Sarojni (5)
- National Center for Research in Vocational Education (U.S.) (NCRVE) (5)
- National Research and Development Centre for Adult Literacy and Numeracy (Great Britain) (NRDC) (5)
- Pithers, Robert T. (5)
- Adams, Samantha (4)
- Australian National Training Authority (ANTA) (4)
- Cummins, Michele (4)
- European Centre for the Development of Vocational Training (Cedefop) (4)
- Johnson, Laurence F. (4)
- National Institute of Adult Continuing Education (England and Wales) (NIACE) (4)
- Smith, Peter J. (4)
- Soden, Rebecca (4)
- Webb, Greg (4)
- Benseman, John (3)
- 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
- 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
- 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
- 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
- Assessment of the teaching methods that influence the acquisition of practical skills
This study is designed to identify the teaching methods that influence the acquisition of practical skills of mechanical engineering trades students at technical college level using regression analysis. Descriptive survey research design was utilized in carrying out the study. Ninety nine (99) mechanical engineering trades' teachers and fourty six (46) administrators in the technical colleges in north central states of Nigeria responded to a structured questionnaire which addressed the research question. Cronbach Alpha coefficient was used in determining the reliability of the instrument. The reliability co-efficient of the instrument used for data collection stood at 0.78. It was recommended that mechanical engineering trades teachers and administrators in the schools be encouraged to use different instructional methods, especially the methods identified in the study as the most significant determinants of the teaching methods that influence the acquisition of practical [skills], so that the students can acquire the skills for gainful employment in the labor market or be able to establish on their own and become self-reliant.
This study is designed to identify the teaching methods that influence the acquisition of practical skills of mechanical ... Show Full Abstract
- Staying the course: a guide to working with students with mental illness: facilitator's guide
This guide is aimed at facilitators at registered training organisations (RTOs) who are introducing the 'Staying the Course' program to managers and educators. The 'Staying the Course' program aims to assist educators to work with students with a mental illness, helping them to reach their potential or desired outcomes.
This guide is aimed at facilitators at registered training organisations (RTOs) who are introducing the 'Staying the Course' ... Show Full Abstract
- Staying the course: a guide to working with students with mental illness [2nd edition]
This guide has been written to help staff in registered training organisations (RTOs) work effectively with learners who are living with mental illness. It has been developed at the request of staff and learners who recognise that there is limited information in the area of mental illness, and that there has been an increase in the number of learners with mental illness who enter training. It provides information to support learners to achieve their goals in education and training - and complete their course of study in particular. It has been developed for all staff working in RTOs (state training providers, private providers and community providers) throughout Western Australia, including administration staff, support staff, client service officers, trainers, assessors, lecturers, teachers, tutors and managers.
This guide has been written to help staff in registered training organisations (RTOs) work effectively with learners who are ... Show Full Abstract
- Disruptor, distracter, or what?: a policymaker's guide to massive open online courses (MOOCs)
Massive open online courses (MOOCs) are a new form of digital learning that has enthralled some, infuriated others, and changed the conversation about higher education in the US and abroad. [This report] clarifies the debate around the purpose and potential of MOOCs. [The author] argues that MOOCs are neither a panacea nor a passing fad, and instead, can serve as a tool for enhancing higher education and career training if properly deployed. [The author] highlights four early lessons learned in the first few years of innovation with MOOCs. His analysis shows that despite predictions that MOOCs would become a substitute for traditional college courses, few students have actually redeemed MOOCs for college credit. Most of the students who register for MOOCs already have a college degree, are employed, and more interested in earning job skills than college credit. Likewise, efforts to use online courses to improve remedial education have disappointed.
Massive open online courses (MOOCs) are a new form of digital learning that has enthralled some, infuriated others, and ... Show Full Abstract
- Farmer field schools for improving farming practices and farmer outcomes in low- and middle-income countries: a systematic review
Farmer field schools (FFS) are a common approach used to transfer specialist knowledge, promote skills and empower farmers around the world. At least 10 million farmers in 90 countries have attended such schools. FFS are implemented by facilitators using participatory 'discovery-based' learning based on adult education principles. Many different implementing bodies have been involved. Field schools have a range of objectives, including tackling overuse of pesticides and other harmful practices, improving agricultural and environmental outcomes, and empowering disadvantaged farmers such as women. [The authors] conducted a systematic review of evidence on FFS implementation to investigate whether FFS make a difference, to which farmers, and why or why not. [The authors] synthesised quantitative evidence on intervention effects using statistical meta-analysis, and qualitative evidence on the barriers and enablers of effectiveness using a theory of change framework. The results of statistical meta-analysis provide evidence that FFS are beneficial in improving intermediate outcomes relating to knowledge learned and adoption of beneficial practices, as well as final outcomes relating to agricultural production and farmers' incomes. The findings suggest this to be the case for FFS promoting integrated pest management (IPM) technology, as well as other techniques. However, the rigorous impact evaluation evidence base is small and there are no studies that [the authors] were able to identify as having a low risk of bias.
Farmer field schools (FFS) are a common approach used to transfer specialist knowledge, promote skills and empower farmers ... Show Full Abstract
- Issues and perspectives in combining career skills and life skills in education
Education in the 21st century is a blend of career skills and life skills which involves enabling today's students to be academically competitive in global situations; good citizens within their community, country, and world; and effective within their workplace. It means that education must engage new technologies, equip students with rigorous academic coursework, and foster innovation and creativity. The present scenario in the Indian context is that, while addressing issues and perspectives in combining career skills and life skills in education, the most important facts to be comprehended are: (a) these issues have been arising out of the changing social ethos from 1990, i.e. post [liberalization, privatization and globalization] LPG era and policies; and (b) these issues are pertaining to striking a balance between social changes and the mandate of development before one of the largest democracies of the world. Considering these two important points, education - that too of combining life skills and career skills - is a major factor, which would go a long way towards achieving the objectives of higher education in India. This paper makes a sincere attempt to probe into these areas and proposes to examine the possibility of developing a model, which would be suitable for Indian learners and teachers initially and become adaptable to other developing societies in due course.
Education in the 21st century is a blend of career skills and life skills which involves enabling today's students to be ... Show Full Abstract