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Issues in Online and Distance Education Professor Mike Keppell Executive DirectorAustralian Digital Futures Institute 1
Overview‣ The context of online education‣ Do students have the discipline and skills to succeed in online education?‣ How do we assist students to manage the transition into digital student life? 2
10 Years of Tracking OnlineEducation in the United States‣ 2800 colleges and universities‣ Academic leaders were unconvinced that MOOCs were a sustainable method for offering online courses‣ MOOCS were an important means for institutions to learn about online pedagogy‣ 70% institutions believe online learning is critical to their long-term strategy 4
10 Years of Tracking Online Education in the United States‣ 32% of students take at least one online course‣ 77% academic leaders rated outcomes superior to face-to- face‣ 88.8% considered students needed more discipline as a barrier to widespread adoption 5
Disrupting Innovation‣ New innovation redefines quality‣ Technology enabler‣ Online learning appears to be a technology enabler for higher education‣ Disrupting higher education‣ Enables learning in a variety of contexts, locations and times 6
Do students have the disciplineand skills to succeed in online education? 7
10 Years of Tracking OnlineEducation in the United States‣ May not be appropriate for all students‣ Students need more discipline to succeed in online courses‣ 90% academic leaders have concerns about student discipline‣ 73.5% academic leaders believe that lower retention rates are a barrier to growth of online instruction 8
How do we assist students to manage the transition into digital student life? 9
Trends‣ People expect to be able to work, learn, and study whenever and wherever they want.‣ The abundance of resources and relationships will challenge our educational identity.‣ Students want to use their own technology for learning.‣ Shift across all sectors to online learning, blended learning and collaborative models. 10
Challengesn Seamless learning – people expect to be able to work, learn, and study whenever and wherever they want.n Digital literacies – capabilities which fit an individual for living, learning and working in a digital society (JISC)n Personalisation - our learning, teaching, place of learning, technologies will be individualisedn Mobility is here! 11
Digital Literaciesn Literacy is no longer the ability to read and write but now the ability to understand information however presented.n Cantassume students have skills to interact in a digital agen Literacies will allow us to teach more effectively in a digital age (JISC, 2012) 16
Developing Literacies n Employable graduates need to be digitally literate n Digital literacies are often related to discipline area n Learners need to be supported by staff to develop academic digital literacies n Professional development is vital in developing digital literacies n Professional associations are supporting their members to improve digital literacies n Engaging students supports digital literacy development i.e. students as change agents (JISC, 2012) 17
Personal Learning Spaces‣ Personal Learning Environments (PLE) integrate formal and informal learning spaces‣ Customised by the individual to suit their needs and allow them to create their own identities.‣ A PLE recognises ongoing learning and the need for tools to support life-long and life- wide learning (Attwell, 2007). 20
Connectivism‣ PLE may also require new ways of learning as knowledge has changed to networks and ecologies (Siemens, 2006).‣ The implications of this change is that improved lines of communication need to occur.‣ Connectivism is the assertion that learning is primarily a network-forming process (p. 15). 21
Personal Learning Environments Interactions Spaces Tools People Interactions Interactions 22
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