Online Education and International Students DR. SUSAN. BANDIAS CHARLES D ARWIN UNIVERSITY

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1 Online Education and International Students DR. SUSAN. BANDIAS CHARLES D ARWIN UNIVERSITY

2 Campus Experience The campus experience of international students studying at Australian Higher Education institutions is rapidly changing: increase in international student numbers, the internationalisation of education, and the growth in online teaching and learning The traditional concept of the university campus and the way in which students participate in higher education (HE) hasaltered considerably.

3 Campus Experience Substantial body on research on the exponential growth of online learning in Higher Education. The growing demand for higher education worldwide, along with global expansion of telecommunication technologies, give online distance education a potential world-wide reach for institutions in many countries. Sadykova and Dautermann (2009, p. 1) E-learning is going to be the next educational phenomenon with predicted growth rate of up to 200% in the next 5 years.

4 Online Education Considerable growth in international students undertaking HE courses in Australia. International students constitute approximately 17.5 per cent of the HE population in Australia. The expansion of international students studying at Australian institutions has coincided with the growth in online curriculum development and delivery.

5 Online Education Many international students residing in either in Australia or their home country now participate in some form of online learning: blended learning, fully online courses, and online supported learning

6 Case Study Charles Darwin University is one of five dual sector universities in Australia. CDU is the only university in the Northern Territory. A high cohort of Indigenous students, A growing cohort of international students, and A high cohort of students from disadvantaged backgrounds.

7 Case Study 2010 approx 690 international students enrolled Approx 530 students are enrolled in HE and 260 are in VET Students from: China Indonesia Nepal Malaysia Europe Middle East United Kingdom Philippines etc Vast majority are internal students who live and reside in Darwin

8 Case Study Majority of international students are internal. Potential to attract external international students i.e. students residing in home country. CDU has adopted of an online flexible learning approach in their VET, Under Grad. and Post Grad programs.

9 Case Study 2009 CDU commenced a pilot project in online delivery. Aim to transition Post Grad. programs in the School of Business into a fully online environment. Successful innovations will also be adopted in the Under Grad. courses

10 Case Study Rational: Learner centered, activity based inclusive curriculum Accessible to students irrespective of their locale Key features include : Staff professional development A consistent online interface Activity based student centered teaching An inclusive learning experience Student interactivity Synchronous and asynchronous teaching and learning

11

12 A significant shift in teaching and learning methodology. Traditional lecture replaced with facilitation sessions and student directed learning Case Study

13 Case Study Key feature: The innovative use of technology

14 Case Study Student feedback is encouraging: I've been out of formal education for 27 years and this is like nothing ever experienced before. I found it most stimulating (External student studying online from Singapore) I have been out of formal education for more than 11 years, and catching up at the pace of information and communication technology is indeed difficult at my age. The process of having tutorial sessions in front of a computer is facilitative of the learning process.

15 Case Study A learner centred activity based inclusive curriculum has presented a number of pedagogical challenges and issues: Class participation rates, Withdrawal rates, Completion rates, Building rapport with students

16 Discussion Points The value of a consistent, online curriculum approach compared with lecturer autonomy in curriculum design and implementation. What are the resource and technical support implications of moving to an online, inclusive, learner centred approach? Do International students require additional resources in an online environment? Do international student learning styles benefit from a consistent, uniform approach to online teaching? What are the requirements of English as a Second Language (ESL) learners, in the online environment? Can we provide International students studying online with an inclusive campus experience?

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