Showing posts with label On-line Education. Show all posts
Showing posts with label On-line Education. Show all posts

Tuesday, August 21, 2018

Online Courses Offered by Australian Universities

In thinking about how Australian higher education might offer blended courses to the region, I decided to look at what is already available. One interesting option is the edX "micromasters" offered by four Australian universities:
  1. Australian National University: Evidence-Based Management 
  2. Curtin University: Human Rights,Marketing in a Digital World, Internet of Things (IoT), 
  3. UQ: Business Leadership, Corporate Innovation, Sustainable Energy, Leadership in Global Development
  4. University of Adelaide: Big Data

Students undertake a series of online courses and then may undertake some form of capstone project. Students are offered 25% credit (one semester full time study) towards a Masters, subject to an additional test. This makes the micromasters similar in level and length to an Australian university graduate certificate. However, the micromasters, despite the name, is not itself a qualification under the Australian Qualifications Framework.

Australian universities also offer some online degrees and online versions of campus courses, to their own students and those of other institutions. As an example, the ANU offers twelve undergraduate language subjects through Open Universities Australia. In total ANU offers 116  online courses, of these 30 are undergraduate.

Friday, March 16, 2018

Female Students More Engaged On-line

Pye, Holt and Salzman (2018) found that female university students were significantly more engaged by on-line education than males at Australia's Deakin University. This seems counterintuitive, with males normally thought to prefer using a computer. So it might be useful to offer on-line courses in STEM disciplines which have difficulty attracting females, such as computing.
"... gender differences were identified, with females indicating overall higher perceived levels of online engagement across all constructs, with significant differences in the dimensions of assessment, relevance and contact with staff. ...

While females were seen as more disadvantaged than males at the beginning of modern ICT developments in relation to access and technical skills, this no longer seems the case, and at least some evidence sees the advantage swinging towards females in current technology-enabled environments. "

From Pye, Holt and Salzman (2018).

Reference

Pye, G., Holt, D., & Salzman, S. (2018). Investigating different patterns of student engagement with blended learning environments in Australian business education: Implications for design and practice. Australasian Journal of Information Systems, 22. doi:http://dx.doi.org/10.3127/ajis.v22i0.1578

Friday, January 24, 2014

Free Online Short Courses to Prepare for Certification

Charles Sturt University (CSU) are offering a Free Short Course: Network Security Administrator Certification. This is run on-line over 5 weeks, with live webinars (and optional recordings) and students expected to do 10-12 hours of study. Several aspects make this different to Massive open Online Courses (MOOCs) being offered by other institutions. Fist of all there is a live component to the course, not just recordings. Also the course is intended to prepare the student for an external certification (ENSA). It is also significant that this  is described as a "short course" with no mention of "MOOC", or the hype surrounding them. As I said at the Inaugural Student Experience Conference, in Sydney, I expect to see the MOOC Bubble burst, with most MOOCs abandoned by the end of 2014.

CSU point out that the short course is based on their Master of Information Systems Security. Clearly the short free course is being used to promote the full for-fee degree program. This would appear to be a viable business model for free courses. A student who completes the short course would be predisposed to enrolling in the degree program.

However, students who undertake the free course to prepare for external certification may not realise the large commitment of time and effort required. Last year I completed two certificates in education, one through regular courses (partly in the classroom and partly on-line) and one by Recognition of Prior Learning (RPL). In theory the RPL should have been easier, as it just required me to collate and present evidence of what I had done previously. But this turned out to be harder than going through a structured course, where you get guidance on what to do and where there are many small milestones on the way to completion.

Also, using a free short course to promote longer for-fee programs might backfire on some universities, presenting a false impression of their programs. Some MOOCs appear to be provided by universities which don' generally offer on-line courses (not the case with CSU who are a leader in on-line education). Also the MOOCs are at a far lower academic standard than regular courses. It will not do a university much good to attract students with one type of course at one level, sign up and pay for a degree program, only to find it is not offered on-line and is far harder.

Friday, December 20, 2013

Is Torrens University Australia's First On-line Unviersity?


Professor Jim Barber, UNE Vice-Chancellor is  reported to have been advocating changes to government regulations to allow on-line universities to be established in Australia. Professor Barber announced that The University of New England will not charge on-line students a Student Services and Amenities Fee from 2014, but feels the regulations limit more changes. However, Torrens University Australia, as Australia's second private university seems to be primarly an on-line institution. An analysis of how it was able to meet the Australian university regulatory requirements could be useful for existing institutions which want to transition to on-line mode, as well as potential new universities.

Torrens University Australia was admitted to the Australian National Register of higher education providers in July 2012, as an "Australian University" and authorised to self-accredit courses.

Torrens was recognised by the South Australian parliament in the "TORRENS UNIVERSITY AUSTRALIA ACT 2013", with a campus in South Australia. The act is very short as most of the oversight of universities in Australia is now done by the Commonwealth Government. While Torrens has a campus in SA, there appear to be no requirement for the university to actually undertake administration, teaching or research at that campus, or anywhere else in Australia.

As described in their Study Assist entry, Torrens is part of Laureate International Universities, which provides "international" education online to 800,000 students. There appears to be no requirement under SA or Australian law for Torrens to employ a set number of administrative, teaching or research staff in Australia, or to conduct any of the administration, teaching or research in Australia. The SA Minister for Education's media release mentions Torres has "... plans for significant investment in higher education in Australia", but no funding amount or staffing figure is mentioned. However Torrens did advertise for a full time Associate Professor in September 2013, as well as a Lecturer in Education Project Management and a Learning Resources Coordinator., and a Student Administration Manager. A search of Torrens Staff on LinkedIn resulted in only eight: Vice-Chancellor, Assistant Professor - Business (Project Management), Academic Director, Lecturer - Business, Enrolment Advisor, Student Administration Manager and a Coordinator of IT Services. In comparison, LinkedIn lists 3,416 current staff for the University of Adelaide, which has 25,000 students. Torrens may need to employ only one hundredth the number of staff in Australia as a conventional university, for the same number of students.


As noted in the Explanatory Statement, the Minister for Education decided not to conduct any consultation before approving Torrens, as they did not think it restrict competition. This could be a useful precedent to cite for others wishing to set up on-line universities.

Torrens appears to have had some difficulty meeting the requirement that all Australian universities deliver both undergraduate and postgraduate courses in at least three fields, including Masters and Doctoral Degrees by Research and also do research in those fields. Torrens gave an undertaking to commence on undergraduate degree (in Commerce) and postgraduate research degrees in Management and Commerce, Health and Education, by January 2014 and undergraduate degrees in the other fields by 2015. There appears to be no separate undertaking to do research in those fields, but perhaps the Tertiary Education Quality and
Standards Agency (TEQSA) thought the research undertaken by the Masters and PHD students would be sufficient.

It may seem surprising that TEQSA would accredit a university which does not currently meet the standards. However it seems reasonable that a new institution should be given some time to work up its teaching and research programs.


Monday, October 14, 2013

Seminar About Online Green Computing Course

I will be speaking on "A Green Computing Professional Education Course Online" at the Computer Science & Software Engineering Seminar, in Room 1.24, CSSE Building, 11:00am, 18 October 2013, University of Western Australia, Perth. All welcome.
PRESENTER: Tom Worthington, Adjunct Lecturer, Research School of Computer Science, ANU
TITLE: A Green Computing Professional Education Course Online
DATE: Friday 18 October 2013 TIME: 11:00am - 12:00pm
VENUE: Computer Science & Software Engineering Seminar Room 1.24

ABSTRACT: Sustainable ICT Courses are being introduced at the vocational training level and more rarely at undergraduate and graduate levels. This paper reports on a graduate level Sustainable ICT Course run for the first time in 2009, as part of a global professional training program. The same course has been run at an Australian university and later adapted for North America by a Canadian university. The course had enrollments from industry based participants from both private and public sector organizations, as well as full time university students, with corporate Green ICT strategies being produced as course assignments. This presentation discusses the student population and presents the course structure and assessment. Notes and conference paper available.