Shifting Goalposts: Lessons Learnt from the Experiences of Learning Designers Adaptating to the COVID-19 Pandemic and a Future Post-Pandemic Working Environment

2022

Knowledge about adult students’ perspectives on success is scarce, with a slim history of research in online higher education. To fill this gap, this article reports on the results of a phenomenographic investigation of alternative perspectives on success among adult students from two online postgraduate programmes. The study uncovered that adults’ perspectives fell into five categories: obtaining satisfactory exam results and getting a degree, understanding, improvement in their professional practice, the opportunity to open doors, and self-actualisation. The study provides the research community and educators with information on what is missing from the full definition of the concept of success from the perspective of adult students in online higher education.

Section: ольга ротарьunclassified

From Passing the Exam to Self-Actualisation: Different Ways of Conceptualising Success among Adult Students in Online Higher Education

2022

“…In such circumstances, online education moved beyond the era of early adopters and became the primary educational delivery mode. Not surprisingly, the topic of online learning design, and the role of designers in enabling a transition to the virtual learning environment, are gaining additional attention in the literature (Rotar & Peller-Semmens, 2021).…”

Section: Introductionmentioning

confidence: 99%

“…He argues that multiple issues can be resolved during the collaborative design process, where there is the possibility for mutual teaching and learning among different stakeholders (Tatarinov, 2020). The importance of stakeholder partnerships became apparent during the COVID-19 pandemic (Rotar & Peller-Semmens, 2021). Different actors, such as learning designers, subject matter experts, and technical developers, worked collaboratively to redesign educational programs and implement online learning, making educational provision possible during the pandemic.…”

Section: Introductionmentioning

confidence: 99%

“…Furthermore, research on barriers to effective course design is fragmented, with little attention paid to the challenges to forming successful relationships between stakeholders. This literature review has been informed by a qualitative study on the experiences of learning designers in their adaptation to the COVID-19 pandemic and a post-pandemic working environment (Rotar & Peller-Semmens, 2021). Rotar and Peller-Semmens (2021) uncovered challenges faced by learning designers and summarised lessons that could be implemented for the future.…”

Section: Introductionmentioning

confidence: 99%

“…This literature review has been informed by a qualitative study on the experiences of learning designers in their adaptation to the COVID-19 pandemic and a post-pandemic working environment (Rotar & Peller-Semmens, 2021). Rotar and Peller-Semmens (2021) uncovered challenges faced by learning designers and summarised lessons that could be implemented for the future. One of the major themes that emerged from the study was the need to establish partnerships among learning designers, educators, and other stakeholders, during online learning design.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Partnership models in online learning design and the barriers for successful collaboration

2023

RPTEL

The design of quality online courses is a team task, as this process requires multiple areas of expertise that are not typically possessed by a single individual. Yet, existing models of stakeholder partnerships in online learning design, and their nature, has yet to be explored in depth. This study was designed to address this gap. Using the PRISMA guidance, twenty-one articles that documented the experience of teamwork in designing online courses or programmes were analysed. For each study, a reported partnership model, stakeholders involved in the teamwork, and barriers to their communication were considered. Six partnership models in online learning design were identified: mentoring and guidance; equal collaboration; technical or formal support; multisectoral collaboration; focus on relationship building; and an iterative or flexible approach. Key barriers to establishing successful partnerships include poor knowledge of the design process, lack of financial incentives, no adequate regulation of the design process, insufficient project planning and management, time constraints and required time commitments, increased workload, and psychological barriers.

What we have learned from adult students’ online learning experiences to enhance online learning of other students’ groups?

2023

RPTEL

Adults used to be the largest online student population before the COVID-19 pandemic. However, the number of online students multiplied during the pandemic, and now includes the complete conglomeration of all student groups. Due to their longer experience of online education, adult students continue to provide valuable insights on how to enhance online learning for other higher education students. This article reports the results of phenomenographic research on the qualitative differences in the ways of experiencing learning by fifteen adult students enrolled in two online postgraduate programmes. The analysis on in-depth, participant-led interviews demonstrated that online learning is conceptualised in three ways: as an investment, as a process that brings structure, and as a process that enables and empowers an individual. The results of this study are of particular importance for those who are concerned with introducing online learning to the higher education curricula. The paper argues that the stigma of online education being the second choice, maintained in the educational research literature, should be replaced by a holistic approach to education as a process that organically incorporates the online educational elements into higher education. Focusing on how adult students experience online learning provides a broader and deeper understanding of adopted effective practices and the variety of online learning opportunities and outcomes for other students’ groups. Insights based on the results of this study are summarised.