Educators in China and Australia are strengthening online learning systems to cope with travel restrictions. The effects could change the face of education.
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Articles on Online learning
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Ontario high school labour negotiations broke down over student quality of learning — including mandatory e-learning. Ontario has yet to explain how this will work for students with special needs.
For high school students, e-learning is best introduced in face-to-face classes where teachers can meet a greater range of learning needs – not as a completely online experience.
University “Indigenization” efforts using Massive Open Online Courses promise to reach wide audiences. They also raise critical questions about how to embody Indigenous ways of knowing and relating.
E-learning is both a technological and a social innovation. At its best, it can address problems within a particular social context.
It’s common knowledge that children are voracious learners but the famous cliche suggests that you can’t teach an old dog new tricks. This simply isn’t true.
We should accept a modest level of attrition so we can keep providing opportunities for part-time and online students, who might not otherwise be able to study.
The future of education is in the clouds.
The discourse and structure of online learning can exclude English language minority students. Techniques such as video chats, “safe houses” and content-focused grading can support their success.
Universities need to better accommodate student employment to improve the retention of online students.
Even though online learning has finally come into its own in higher education internationally, East Africa appears reluctant to embrace it fully.
With the surge in e-books and digital devices, one concern has been whether students are learning as much. Research shows that some crucial elements of learning are indeed being lost.
A third of families living below poverty level access the Internet only through their phones. And young people from these families get access to few learning opportunities.
It’s no longer acceptable to upload video lectures to a website and call it a course. We need to start redesigning courses from scratch to find new ways to engage students.
Parents and teachers need to be aware of which types of feedback actually help students learn.
Slideshows, when designed right, can be a useful part of online instruction. But they shouldn’t be the main, or the only, method of instruction.
How Massive Open Online Courses are maturing into useful tools.
The way schools and universities teach and test has to keep up with the way young people are processing information.
Lecturers need to flag up graphic material with their students before they click on it.
With low-income kids unable to participate in the social media conversations of their wealthier peers, a new form of digital inequity is emerging.
Top contributors
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Senior Lecturer in Technology Enhanced Learning, Lancaster University
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Professor of learning technologies, University of Minnesota
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Director of UWA Centre for Software Practice, The University of Western Australia
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Senior Lecturer in Education, Queensland University of Technology
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Associate Professor, Faculty of Education, University of Windsor
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Professor Emeritus, The University of Queensland
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Professor and Co-Director, Centre for Research in Assessment and Digital Learning, Deakin University
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Professor in the Practice of Higher Education Policy, Australian National University
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Adjunct Associate Professor, School of Nursing and Midwifery, Western Sydney University
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CEO of Smart Sparrow and Adjunct Lecturer, School of Computer Science and Engineering, UNSW Sydney
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Deputy Associate Dean (Academic), Faculty of Humanities and Social Sciences; Associate Professor of Educational Psychology, School of Education, The University of Queensland
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Emeritus professor, Deakin University
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Senior Research Fellow, Curtin University
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Associate Professor, School of Engineering, RMIT University
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Pro Vice-Chancellor (Learning Transformations), Swinburne University of Technology
