Edited by Kulvir Bahra, Tuesday, 9 Apr 2024, 11:44
The proliferation of Massive Open Online Courses suggests a lot of choice in online learning providers, but are the resources available truly accessible for all regardless of ability, when some platforms may be primarily founded on only one kind of experience, digital, or pedagogical?
Quality of learning is more important than choice
Back in the 1970s information overload was a concept that’s even more true today. We are constantly bombarded with information through a wide range of channels (social media; streaming; radio; podcasts). The abundance of choice is a challenge. How can anyone filter the unnecessary from the essential? It requires an understanding of digital skills, and the critical thinking needed to work out whether information sources are reputable.
With this challenge it’s difficult to judge the quality of learning from so many competing higher education providers around the world. How do we benchmark quality and relate it to the appropriateness of the learner’s preference? Many discussions within the educational technology world are opinionated rhetoric. An evidence based approach to define and quantify good accessible learning is needed – successful learning is a broad concept that can easily be misinterpreted.
One approach is to classify all Massive Open Online Courses in an online site, with learner reviews scoring their different qualities and including reviews by users. A series of criteria or online accessible requirements be explained in practical terms. One example is Dhawal Shah’s Class Central site which gives a good narrative view of the landscape in a comparison of all the current platforms.
We must consider socio-demographic differences when co-curating online learning content
There is a digital divide both in the UK and globally. In 2018 iNews claimed one in ten adults had no access to the internet. Low income families may also struggle to access adequate internet connections because of the cost. Some may also struggle with the internet without the digital skills to improve their learning further. Having negative experiences of the education system won’t give new generations a good start. This is an opportunity to upskill nation and the world, at the same time.
Perceptions of online learning
Global learners may see current online learning offerings as a positive step towards democratizing access to education. It allows less advantaged communities to access more learning opportunities which would not be possible in their home countries.
The current offerings from mainly western developed countries also present subject matter from a Western perspective. This could mean global learners will struggle with content in English. Learning providers will need to consider translated versions to improve levels of engagement for those using their native language.
There is also a need for developed countries to have a better understanding of any cultural barriers for global learners. Creative solutions will help.
Global learners’ perspective
There may not be the pressure to innovate in the field of online learning in developing countries, and in rural Punjab, India, power cuts are a regular occurrence. They can happen without prior notice and, of course, break internet connections. Lost connections to online Virtual Learning Environments frustrate learners updating online forums.
Nor will all developing countries have access to the same internet speeds we have in the UK and may not own computers or laptops. E-learning Developers will need to advise global learners to store responses safely within an offline note-taking application.
From global to local
The UK and developed countries have basic requirements for compliance with accessibility standards. Most higher education institutions regard Learning Management Systems and Virtual Learning Environments as a space for saving lecture notes and recordings. Consideration needs to be given to whether content can be added in a more meaningful way, and whether there is adequate choice in how learners respond in online assets – this will enable equality among learners responding to online learning regardless of their specific circumstances.
In ensuring that the learning assets are accessible for users with physical disabilities too we are will be able to improve the learning experiences for all learners.
What's the next step?
'Accessibility' is a wide term that improves access to learning equally, without anyone feeling a special case, ensuring learning content created is accessible to all, regardless of hardware, operating systems and software.
As e-learning developers keep up to date with the latest trends in digital technologies, general data protection regulations, policies and accessibility will allow the right choice of application. This will enable a sustainable long term solution that needs the least amount of improvement or changes.
Questions remain
What have we learnt from the learning response to Covid-19 and what will change as a result of this? Is the increase in online learning by schools and universities permanent?
What have been the effects on children with accessibility issues during this time? Will a lack of preparation and/or resources now have a long-term effect on their learning, and how will students be graded?
What steps will schools take to ensure that seamless learning can occur if this happens again?
Are we making online learning truly accessible?
The proliferation of Massive Open Online Courses suggests a lot of choice in online learning providers, but are the resources available truly accessible for all regardless of ability, when some platforms may be primarily founded on only one kind of experience, digital, or pedagogical?
Quality of learning is more important than choice
Back in the 1970s information overload was a concept that’s even more true today. We are constantly bombarded with information through a wide range of channels (social media; streaming; radio; podcasts). The abundance of choice is a challenge. How can anyone filter the unnecessary from the essential? It requires an understanding of digital skills, and the critical thinking needed to work out whether information sources are reputable.
With this challenge it’s difficult to judge the quality of learning from so many competing higher education providers around the world. How do we benchmark quality and relate it to the appropriateness of the learner’s preference? Many discussions within the educational technology world are opinionated rhetoric. An evidence based approach to define and quantify good accessible learning is needed – successful learning is a broad concept that can easily be misinterpreted.
One approach is to classify all Massive Open Online Courses in an online site, with learner reviews scoring their different qualities and including reviews by users. A series of criteria or online accessible requirements be explained in practical terms. One example is Dhawal Shah’s Class Central site which gives a good narrative view of the landscape in a comparison of all the current platforms.
We must consider socio-demographic differences when co-curating online learning content
There is a digital divide both in the UK and globally. In 2018 iNews claimed one in ten adults had no access to the internet. Low income families may also struggle to access adequate internet connections because of the cost. Some may also struggle with the internet without the digital skills to improve their learning further. Having negative experiences of the education system won’t give new generations a good start. This is an opportunity to upskill nation and the world, at the same time.
Perceptions of online learning
Global learners may see current online learning offerings as a positive step towards democratizing access to education. It allows less advantaged communities to access more learning opportunities which would not be possible in their home countries.
The current offerings from mainly western developed countries also present subject matter from a Western perspective. This could mean global learners will struggle with content in English. Learning providers will need to consider translated versions to improve levels of engagement for those using their native language.
There is also a need for developed countries to have a better understanding of any cultural barriers for global learners. Creative solutions will help.
Global learners’ perspective
There may not be the pressure to innovate in the field of online learning in developing countries, and in rural Punjab, India, power cuts are a regular occurrence. They can happen without prior notice and, of course, break internet connections. Lost connections to online Virtual Learning Environments frustrate learners updating online forums.
Nor will all developing countries have access to the same internet speeds we have in the UK and may not own computers or laptops. E-learning Developers will need to advise global learners to store responses safely within an offline note-taking application.
From global to local
The UK and developed countries have basic requirements for compliance with accessibility standards. Most higher education institutions regard Learning Management Systems and Virtual Learning Environments as a space for saving lecture notes and recordings. Consideration needs to be given to whether content can be added in a more meaningful way, and whether there is adequate choice in how learners respond in online assets – this will enable equality among learners responding to online learning regardless of their specific circumstances.
In ensuring that the learning assets are accessible for users with physical disabilities too we are will be able to improve the learning experiences for all learners.
What's the next step?
'Accessibility' is a wide term that improves access to learning equally, without anyone feeling a special case, ensuring learning content created is accessible to all, regardless of hardware, operating systems and software.
As e-learning developers keep up to date with the latest trends in digital technologies, general data protection regulations, policies and accessibility will allow the right choice of application. This will enable a sustainable long term solution that needs the least amount of improvement or changes.
Questions remain
What have we learnt from the learning response to Covid-19 and what will change as a result of this? Is the increase in online learning by schools and universities permanent?
What have been the effects on children with accessibility issues during this time? Will a lack of preparation and/or resources now have a long-term effect on their learning, and how will students be graded?
What steps will schools take to ensure that seamless learning can occur if this happens again?