scholarly journals To MOOC or not to MOOC: how can online learning help to build the future of higher education (Chandos information professional series)

2016 ◽  
Vol 65 (2) ◽  
pp. 142-143 ◽  
Author(s):  
Daniel Giddens
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Information Professional ◽  
The Future

scholarly journals Systemic Changes in Higher Education

in education ◽  
2012 ◽  
Vol 16 (1) ◽  
Author(s):  
George Siemens ◽  
Kathleen Matheos
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Open Access ◽  
Educational Change ◽  
Information Access ◽  
Educational Resources ◽  
Research And Teaching ◽  
Power Shift ◽  
The Future

A power shift is occurring in higher education, driven by two trends: (a) the increased freedom of learners to access, create, and re-create content; and (b) the opportunity for learners to interact with each other outside of a mediating agent. Information access and dialogue, previously under control of the educator, can now be readily fulfilled by learners. When the essential mandate of universities is buffeted by global, social/political, technological, and educational change pressures, questions about the future of universities become prominent. The integrated university faces numerous challenges, including a decoupling of research and teaching functions. Do we still need physical classrooms? Are courses effective when information is fluid across disciplines and subject to continual changes? What value does a university provide society when educational resources and processes are open and transparent?Keywords: higher education; freedom of learners; open access; online learning

scholarly journals COVID-19 Pandemic and Possible Futures of Adult Online Learning in Higher Education : Six Trends That Could Shape the Future

2021 ◽  
pp. 72-85
Author(s):  
Nicolas Gagnon
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Adult Education ◽  
Online Education ◽  
Time Span ◽  
Emerging Trends ◽  
The Future ◽  
Adult Online Learning ◽  
The Impact ◽  
Insight Into

The COVID-19 pandemic has had and will have, profound effects on adult education (Boeren, Roumell & Roessger, 2020; Kapplinger & Lichte, 2020) and online learning practices. The impact was unprecedented and led to the largest and quickest transformation of pedagogic practice ever seen in contemporary universities (Brammer & Clark, 2020). Although it is too soon for a full assessment, the first step is to gain insight into an understanding of the macro trends taking shape inside and outside the walls of institutions and then explore how these trends may affect the future. Against this background, a question arises: How is the COVID-19 pandemic shaping the future of adult online learning in higher education? Drawing on adult education and higher education scholarly and practitioner literature published over the last year, the purpose of this paper is threefold: (i) in the context of the COVID-19 pandemic, to identify and analyze emerging trends that could shape the future of adult online education in higher education, (ii) to analyze these trends over a longer time span in the literature, and (iii) to explore the possible futures of adult education and online learning in higher education.

The Future of Online Learning in Higher Education

2011 ◽  
pp. 279-290
Author(s):  
Marshall G. Jones ◽  
Stephen W. Harmon
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Teaching And Learning ◽  
Learning Technologies ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
The Future ◽  
History Of ◽  
Near Term ◽  
Future Technologies

This chapter addresses the future of online learning and online learning technologies in higher education. Our understanding of the use of future technologies can be aided by a better understanding of how we have addressed the use of technologies in our past and in our present. A brief history of the use of technology in teaching and learning serves as a catalyst for a discussion of the near term, mid-range and far term technologies and possible issues associated with them. The authors propose that keeping the focus on human learning instead of specific tools will help higher education take full advantage of online learning in the near and far term future.

Artificial Intelligence and Machine Learning in Higher Education

2021 ◽  
pp. 1-17
Author(s):  
Ibrahim Eren Bisen ◽  
Emin Alp Arslan ◽  
Kamil Yildirim ◽  
Yetkin Yildirim
Keyword(s):  
Artificial Intelligence ◽  
Higher Education ◽  
Machine Learning ◽  
Online Learning ◽  
Learning Experiences ◽  
Curriculum Planning ◽  
Virtual Classrooms ◽  
The Future

Artificial intelligence and machine learning have the potential to address many of the problems that have emerged in higher education due the rapid and haphazard transition to online learning brought about by the coronavirus pandemic. These problems include students' struggle to self-regulate their learning, the increase in curriculum planning and administrative workload for teachers, and the loss of personalized interaction between students and teachers. This chapter explores how artificial intelligence can be used to help students and teachers to adapt to the new realities of online learning, and how these technologies could further transform higher education in the future. By providing more personalized, flexible, inclusive, and engaging learning experiences, artificial intelligence has the potential to re-invigorate students and teachers both and to make virtual classrooms more meaningful and productive.

An examination on the growth and sustainability of Australian transnational education

2017 ◽  
Vol 31 (3) ◽  
pp. 254-264 ◽  
Author(s):  
Fion Choon Boey Lim ◽  
Mahsood Shah
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Quality Assessment ◽  
Current Model ◽  
Transnational Education ◽  
External Quality ◽  
Content Type ◽  
Increased Risk ◽  
The Future ◽  
The Impact

Purpose The purpose of this paper is to analyze the dynamics facing transnational education (TNE) in Australia through literature review in three major areas: policy changes in Australia and major importing countries of Australian TNE, and recent development in online learning and the impact of the prevailing TNE models. The paper concludes by shedding some light on how these changes could affect the sustainability of the growth of Australian TNE in the future. Design/methodology/approach The paper is based on review of literature and use of secondary data on TNE in Australia. The paper analyzes the external quality audit reports with focus on TNE. It finally analyzes the future sustainability of Australian TNE based on growth of higher education in Asia and emergence of online learning. Findings TNE is experiencing growth in Australia. Based on the current model such as setting overseas campus and partnerships, the growth may not be sustainable. The emergence of online learning and developments in Asian higher education may pose increased risk and competition. TNE has been subject to external scrutiny through the external quality agency in past. The current compliance-driven quality assessment may put the transnational quality assessment at risk with increased focus on assessing the quality based on review of documentation. Originality/value The paper is original and it is based on Australian TNE.

scholarly journals Individualized Excel-Based Exams to Prevent Students from Cheating

2020 ◽  
Vol 5 (1) ◽  
pp. 14
Author(s):  
Ani Wilujeng Suryani
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Academic Integrity ◽  
Online Courses ◽  
Innovative Approach ◽  
Excel Spreadsheet ◽  
The Future ◽  
Accounting Policy

The COVID19 pandemic has brought a disruption on education, especially on how courses are delivered in higher education. Higher education providers are forced to go online, irrespective of the IT infrastructure’s availability and the capability of lecturers in delivering online courses. While online learning is perceived as an opportunity for academic integrity breaches, academicians need to ensure that processes are in place to avoid students cheating, especially during the exam. This paper presents an innovative approach based on Excel spreadsheet that allows lecturers to develop individualised exam questions. The method and/or accounting policy, as well as the accounting figures in the exams are automatically tailored based on students’ identification numbers. This program also allows automatic markings for such exams. This type of exam is not perceived complicated by students; but relatively reduce the opportunity to cheat. Hence, it is suggested to be used in the future online exam environment to increase the objectivity of the exam and reliability in exam marking.

People, Place, and Purpose

2022 ◽  
pp. 55-70
Author(s):  
Sharon Kehl Califano
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Skills Gap ◽  
Employment Opportunities ◽  
Improve Efficiency ◽  
Learning Practices ◽  
Higher Ed ◽  
The Future ◽  
Major Reform ◽  
To Come

While higher ed institutions have been incorporating online learning into their curriculum and delivery of content, the advent of the COVID-19 pandemic acted as a catalyst for major reform and reconsideration of learning practices, especially online. This chapter focuses on the ramifications of the pandemic on people, place, and purpose in ways that will have long-lasting meaning for both higher education options and the future of work for years to come. From the form of delivery to the way in which content becomes measured, mastered, and linked to employment opportunities, the future of higher education and work will demand non-degree offerings (NDO) that align with skills gap needs to improve efficiency, speed to completion, and qualifications for jobs and/or promotion.

Is Online Learning the Future of Global Higher Education?

2021 ◽  
pp. 28-44
Author(s):  
Pamela A. Lemoine ◽  
John P. McElveen ◽  
Robert E. Waller ◽  
Michael D. Richardson
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Education ◽  
Global Pandemic ◽  
Education Community ◽  
The Future ◽  
Global University ◽  
E Learning ◽  
Adaptive Technologies ◽  
Innovation And Change

Technology for learning and globalization make the business of global higher education more complicated and competitive each day particularly in the unfolding pandemic of COVID-19. Innovation and change in global university instruction require adaptive technologies in response to the demands of a knowledge economy where students are engaged in rapid technology acclimatization in a constantly changing world. As the beginning of the third decade of the 21st century unfolds, significant changes are taking place in global universities to accommodate the needs of more students, different students, and challenged students. The global pandemic has forced most of the global higher education community to offer instruction through online learning. Although universities extensively use e-learning, distance learning, online education, remote learning, or some other form of technology-driven education currently, what are the prospects of online learning in the future after the pandemic?

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