Attrition in the Digital Age

Distance education (learning and teaching by distance modes of information exchange) is often characterised by having higher attrition rates (often labelled as “drop-out” or “withdrawal”) compared to traditional face-to-face (or “on-campus”) education. It has been claimed that no area of research in distance education has received more attention; such is the concern surrounding attrition. This chapter suggests that a holistic understanding of the numerous, complex, and interlinked factors that may contribute to a learner choosing to discontinue their studies continues to elude researchers. Furthermore, attrition may not always be a negative outcome; for example, a learner may have achieved the desired skill set from their studies. In the current higher education climate it is imperative for universities to maintain student enrolments. Attrition directly impacts upon wasted expenditure and loss of revenue for an institution. Additionally, withdrawing from tertiary studies can have consequences for the distance learner. This chapter explores underlying concerns and identify key questions and gaps regarding attrition in distance education for the digital age.

Acknowledging the Distance Learner

The growth of e-learning, particularly distance learning via e-learning, is widely recognised as a significant factor influencing higher education in the 21st century. The rapid and ongoing uptake of Information and Communication Technologies (ICT) for teaching and learning, along with the recognition that increased student engagement can lead to more effective learning, is changing the way in which teaching and learning occurs in universities. This chapter suggests that the distance learner is frequently overlooked in the current climate when it comes to consideration of student needs and that current applications of ICT for distance learning raises questions about the quality of their learning experience. The chapter discusses the role of the student voice in understanding and addressing students’ needs in relation to the quality of their learning experience and suggests that greater attention needs to be paid to the distinct voice of the distance education student. The chapter provides some methodologies for collecting the student’s voice and gives consideration to how addressing the distance learners’ voice to enhance their learning experience might be most effectively accomplished.

A Preliminary Evaluation of the iPad as a Tool for Learning and Teaching

In May 2010, the release of the iPad in Australia brought a whole new dimension to learning. This chapter presents the preliminary findings of a pilot study conducted at a large distance education university designed to explore the use of the iPad as a tool for learning from three perspectives. The first is the use of the iPad from a lecturer’s point of view, outlining how it can be used to enhance the task of teaching in distance education. The second is from a student’s point of view, exploring how the iPad can assist in distance education study. The third examines the iPad from an insider perspective, reviewing the variety of apps available including those for social networking. The overall impression is that the iPad has great potential as a tool for learning but it will not necessarily reduce the need for desktop or laptop computers.

Rethinking Reusability

This chapter provides the results of a study that tracked the use of fifty-three online role-plays in Australian higher education over the period 1990–2006, calculating that forty-five of these were a reuse of another role-play. Most reused the design of another role-play (82%) whereas only a handful reused a role-play itself (18%) which confirms the relevance of learning designs as a reusability construct but raises concerns about learning objects. The instances of reuse of the same role-play involved four role-plays which were analyzed in more detail. This fuller history of reuse post-2006 provided a rich sample for: Exploring issues around what is meant by “reuse,” describing factors that could improve the design of reusable learning objects (RLOs). The implications from this study apply in particular to RLOs that involve active, authentic and collaborative learning such as online role-plays.

Reshaping Distance Education

Teachers in higher education are confronted with a confusing and fragmented range of learning and teaching models for learners who are not traditional on-campus students. This chapter examines the development of guidelines to assist in the reshaping of a coursework Master’s program in project management offered at a regional university. Using a coursework program as a case study, a holistic exploration has been carried out of the critical issues associated with teaching and learning at a distance, with a focus on the three layers of the institutional environment, the pedagogical frameworks and the learning setting of the actual students. The research methodology and design are discussed and the outcomes are presented to provide guidance for administrators, teachers and learners. The major outcome of this study is a holistic framework of Distance Education Learning Principles for Higher Education (DELPHE) as a meaningful tool for reshaping postgraduate distance education learning and teaching models.

Second Life

An increasing number of educational institutions are trialling the use of virtual worlds as teaching and learning environments, particularly for distance education students. In 2009 the authors have begun a research project to explore the efficacy of one such virtual world, Second Life, as a viable adjunct to other online learning experiences. However, it is now recognised that most academics have no experience of teaching in a virtual world. An integral aspect of our research is to examine whether a novice user of Second Life could quickly learn to teach effectively with this tool. The teaching experience is outlined from two points of view: the novice and the expert. The emergent themes are discussed and conclusions are made regarding the efficacy of Second Life as a teaching and learning environment for distance education students and the level of support that might be needed to assist other novices to teach in-world.

Social Exclusion or Inclusion

This chapter focuses on the implications of the changing digital landscape for education and in particular the implications for learners, teachers, and institutions. It begins by providing an overview of these new technologies and their associated characteristics. It then provides some examples of the ways in which these technologies are harnessed to foster different pedagogical approaches. It is evident that these technologies have immense potential to support more innovative approaches to learning, enabling more personalised and learner-centred approaches. However, there are also a number of downsides to using these technologies. The chapter outlines these and suggests that a new digital divide is being created between those who are able to be part of this new participatory culture and those who are excluded. It argues that we need to change the ways in which we design, support, and assess learning. It provides three case studies that attempt to do this: (1) the creation and use of Open Educational Resources and associated practices; (2) Cloudworks, a social networking site for sharing and discussing learning and teaching ideas; and (3) a new learning design methodology which aims to help guide practitioners in creating learning interventions that make effective use of new technologies.

Six Practical Principles for Inclusive Curriculum Design

Within the context of the Australian higher education sector, this chapter aims to draw together the principles of inclusive curriculum design and Universal Instructional Design (Silver, Bourke, & Strehorn, 1998) to provide lecturers and curriculum designers with concrete advice on how to design curricula that are both inclusive and accessible. Through a review of the literature and the introduction of six practical principles, the chapter sheds light on the importance of inclusive curriculum design for all students, and, more particularly, students studying in online, distance, or blended modes.

Giving Teaching Advice Meaning

Moving a course to a blended, online, or distance environment prompts some level of course evaluation and re-design. Having an understanding of the teaching process, both within and across the disciplines, can have a profound effect in developing a cohesive academic program. With an understanding of pedagogy, an effective course developer can implement positive pedagogical change without undermining a discipline’s integrity. The course developer needs to have an awareness not only of how, but of what and why knowledge is taught within a discipline. An in-depth understanding of a subject cannot be achieved by a few generalized sessions with an academic. In a face-to-face setting, poor course design can often be compensated for by an astute academic where physical cues can be received directly from the students and delivery can be immediately adjusted accordingly. In online or distance learning, however, it can be harder to gauge student concern, so poor course design can have a devastating effect on student learning. This chapter highlights the importance of contextualising pedagogical instruction within a discipline when undertaking course evaluation and/or redesign.

Ten Rules of Thumb in Blended and Flexible Learning

As emerging Information Communication Technologies (ICTs) are increasingly being engaged as pedagogical tools, the role of traditional academic values might be overlooked. This chapter highlights some of the challenges faced by educators as they reconcile their own pedagogical reasoning with the engagement opportunities presented through ICTs. It also reports on a study that followed the introduction of three blended-mode university subjects into teacher education programs over several years. The research resulted in identifying ten considerations for an effective pedagogy to use for flexible and blended learning, and it identified ten organizational limitations of applying good pedagogical practices in pursuing blended-mode learning. The chapter also provides an example of the benefits of engaging a heuristic inquiry process when developing pedagogy. It is argued that a heuristic inquiry process provides a framework that allows for a variety of important perspectives to be recognized and acted upon.