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Issues in Online and
 Distance Education



      Professor Mike Keppell
        Executive Director
Australian 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
The Context of Online
     Education




                        3
10 Years of Tracking Online
Education 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 discipline
and skills to succeed in online
          education?




                                  7
10 Years of Tracking Online
Education 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
Challenges
n  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
    individualised
n  Mobility is here!



                                                       11
Horizon Reports




                  12
Enablers
	





           13
Enablers

n  Digital    literacies
n  Personalised     learning
n  User-generated      content
n  Mobility

n  Seamless     learning




                                  14
Digital literacies
	





                     15
Digital Literacies
n  Literacy
           is no longer the ability
  to read and write but now the
  ability to understand
  information however
  presented.

n  Can'tassume students have
  skills to interact in a digital age

n  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
Context
    of
  Digital
Literacies
  (JISC)
Personalised learning
	





                        19
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
Issues in Online Education
User Generated Content




                         24
Interactions
"   Interactive learning (learner-to-content
    interactions)
"   Networked learning (learner-to-learner;
    learner-to-teacher interactions)
"   Student-generated content (learner-as-
    designers; assessment-as-learning
    interactions) .
"   Connected students (knowledge is in the
    network)
"   Learning-oriented assessment
    (assessment-as-learning)
                                               25
Issues in Online Education
Learning-oriented Assessment




Assessment tasks            Forward-looking
as learning tasks              feedback


                    Student
                involvement in
                  assessment
                   processes
Questions?	




                28

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2016 Transforming Learning Conference
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2016 Tertiary learning space design
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2016 Tertiary Learning space Design
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2016 Corporate Communications
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2016 Engaging Students
2016 Engaging Students2016 Engaging Students
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2016 Retention Strategies
2016 Retention Strategies2016 Retention Strategies
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2016 Online CAP
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2016 Online CAP
 
2016 Learning with technology
2016 Learning with technology2016 Learning with technology
2016 Learning with technology
 
2016 Teaching expectations
2016 Teaching expectations2016 Teaching expectations
2016 Teaching expectations
 

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Issues in Online Education

  • 1. Issues in Online and Distance Education Professor Mike Keppell Executive Director Australian Digital Futures Institute 1
  • 2. 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
  • 3. The Context of Online Education 3
  • 4. 10 Years of Tracking Online Education 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
  • 5. 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
  • 6. 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
  • 7. Do students have the discipline and skills to succeed in online education? 7
  • 8. 10 Years of Tracking Online Education 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
  • 9. How do we assist students to manage the transition into digital student life? 9
  • 10. 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
  • 11. Challenges n  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 individualised n  Mobility is here! 11
  • 13. Enablers 13
  • 14. Enablers n  Digital literacies n  Personalised learning n  User-generated content n  Mobility n  Seamless learning 14
  • 16. Digital Literacies n  Literacy is no longer the ability to read and write but now the ability to understand information however presented. n  Can'tassume students have skills to interact in a digital age n  Literacies will allow us to teach more effectively in a digital age (JISC, 2012) 16
  • 17. 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
  • 18. Context of Digital Literacies (JISC)
  • 20. 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
  • 21. 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
  • 22. Personal Learning Environments Interactions Spaces Tools People Interactions Interactions 22
  • 25. Interactions " Interactive learning (learner-to-content interactions) " Networked learning (learner-to-learner; learner-to-teacher interactions) " Student-generated content (learner-as- designers; assessment-as-learning interactions) . " Connected students (knowledge is in the network) " Learning-oriented assessment (assessment-as-learning) 25
  • 27. Learning-oriented Assessment Assessment tasks Forward-looking as learning tasks feedback Student involvement in assessment processes