Educators in China and Australia are strengthening online learning systems to cope with travel restrictions. The effects could change the face of education.
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.
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 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.
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.
Deputy Associate Dean (Academic), Faculty of Humanities and Social Sciences; Associate Professor of Educational Psychology, School of Education, The University of Queensland