ORCID Profile
0000-0002-6834-9490
Current Organisations
Open University
,
University of Tasmania
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Publisher: Ubiquity Press, Ltd.
Date: 2018
DOI: 10.5334/JIME.475
Publisher: Ubiquity Press, Ltd.
Date: 2020
DOI: 10.5334/JIME.563
Publisher: Springer Science and Business Media LLC
Date: 14-07-2014
Publisher: Springer Singapore
Date: 2018
Publisher: Informa UK Limited
Date: 08-2012
Publisher: Informa UK Limited
Date: 08-2012
Publisher: International Council for Open and Distance Education
Date: 04-2015
Publisher: Emerald
Date: 27-09-2011
DOI: 10.1108/10748121111179385
Abstract: The main aims of this viewpoint essay are to raise awareness and to provoke discussion regarding important issues surrounding open educational resources (OERs) as a new media for learning. The issues discussed are based on the authors' critical analysis of a select review of the body of knowledge available. The discussions here led to the conclusion that, despite the challenges brought by this recent movement, OER resources are here to stay. They have the potential, among other things, to further incorporate Web 2.0 applications in learning environments and to bridge the gap between non‐formal, informal and formal education. The reflections of the challenges and benefits of OERs presented here can assist government bodies, educational institutions, decision makers and educators in general whether they are considering adopting this movement or not.
Publisher: IGI Global
Date: 2013
DOI: 10.4018/978-1-4666-4205-8.CH020
Abstract: 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-c us”) 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 ex le, 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.
Publisher: Edutec
Date: 29-09-2023
Publisher: Springer Singapore
Date: 2018
Publisher: Springer Singapore
Date: 2018
Publisher: Springer Singapore
Date: 2018
Publisher: Athabasca University Press
Date: 11-07-2018
DOI: 10.19173/IRRODL.V19I3.3441
Abstract: For fifteen years, Australian Higher Education has engaged with the openness agenda primarily through the lens of open-access research. Open educational practice (OEP), by contrast, has not been explicitly supported by federal government initiatives, funding, or policy. This has led to an environment that is disconnected, with isolated ex les of good practice that have not been transferred beyond local contexts.This paper represents first-phase research in identifying the current state of OEP in Australian Higher Education. A structured desktop audit of all Australian universities was conducted, based on a range of indicators and criteria established by a review of the literature. The audit collected evidence of engagement with OEP using publicly accessible information via institutional websites. The criteria investigated were strategies and policies, open educational resources (OER), infrastructure tools latforms, professional development and support, collaboration artnerships, and funding.Initial findings suggest that the experience of OEP across the sector is erse, but the underlying infrastructure to support the creation, (re)use, and dissemination of resources is present. Many Australian universities have experimented with, and continue to refine, massive open online course (MOOC) offerings, and there is increasing evidence that institutions now employ specialist positions to support OEP, and MOOCs. Professional development and staff initiatives require further work to build staff capacity sector-wide.This paper provides a contemporary view of sector-wide OEP engagement in Australia—a macro-view that is not well-represented in open research to date. It identifies core areas of capacity that could be further leveraged by a national OEP initiative or by national policy on OEP.
Location: United Kingdom of Great Britain and Northern Ireland
No related grants have been discovered for Carina Bossu.