A public-private partnership to transform online education through high levels of academic student support

Walsh, Chris; Mital, Abhinav; Ratcliff, Michael; Yap, Ana; Jamaleddine, Zeina

doi:10.14742/ajet.6107

Cited by 13 publications

(14 citation statements)

References 24 publications

(29 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Across the field of online learning, other research teams are developing and studying scalable innovations to enhance student engagement. As one illustration, Victoria University in Australia has developed an innovative public-private partnership that delivers a resources-sufficient model of fully online postgraduate education with high levels of academic student support [14]. Learning analytics that track student engagement trigger responsive support by trained staff available beyond standard business hours.…”

Section: The Goal Of Engagement At Scalementioning

confidence: 99%

Developing a Next-Generation Model for Massive Digital Learning

Dede,

Lidwell

2023

Education Sciences

View full text Add to dashboard Cite

A decade ago, massively open online courses (MOOCs) were heralded as the solution to universal, global access to higher education. While they failed to reach this vision, primarily because of teaching-by-telling and learning-by-listening (a PDF of the residential classroom), MOOCs provided the foundational models and infrastructure for emergency remote learning in the pandemic. Reports of remote learning’s death post-pandemic are greatly exaggerated, since the world is now irreversibly hybrid—and will stay that way because many people and organizations value the new opportunities this presents. From now on, when students leave the shelter of classrooms to interact with the world beyond schooling, they must have skills for adept performance both face-to-face and across distance. Colleges, universities, and regions that force all teaching and learning to be face-to-face are dooming their graduates to reduced agency in every other aspect of life. As discussed in recent reports from Harvard, MIT, and Stanford, innovative approaches to digital learning were developed during the pandemic that are now improving campus-based learning. Insights from these approaches offer the opportunity for student engagement at scale, taking advantage of strengths of online instruction such as collapsing time, bridging space, personalizing via rich datastreams, using AI-based instructional assistants and learning partners, delivering content and experience across universities, and sustaining online learning communities after formal instruction ends. Combined, these advances can enable next-generation massive digital hybrid learning, a means to achieve the aspirational vision of universal global access to higher education. A coalition of higher education institutions could begin to realize this vision, an essential step in enabling all learners to survive and thrive in our increasingly turbulent, disruptive global economy and civilization.

show abstract

Section: The Goal Of Engagement At Scalementioning

confidence: 99%

Developing a Next-Generation Model for Massive Digital Learning

Dede,

Lidwell

2023

Education Sciences

View full text Add to dashboard Cite

show abstract

“…Second, with respect to meeting the competence needs for inclusive online learning, teachers, administrators, and technicians at universities can work together to develop a well-structured online learning environment and offer support for developing digital learning skills. For instance, learning analytics may be one of the possible ways to help university teachers to identify academically at-risk students and provide corresponding support for scaffolding their knowledge building [15,51]. Finally, in order to support the relatedness needs for inclusive online learning, communities can be established at different levels, ranging from course and programme to university, so that higher education students can be supported by peers to build up their confidence and enhance their connectedness.…”

Section: Implications and Conclusionmentioning

confidence: 99%

Supporting Inclusive Online Higher Education in Developing Countries: Lessons Learnt from Sri Lanka’s University Closure

Yang

Tang

Hayashi³

et al. 2022

Education Sciences

View full text Add to dashboard Cite

Online higher education teaching and learning has become a new normal in many countries due to the COVID-19 pandemic. Yet, the support for online learning seems inadequate to address students’ diverse online learning needs and may impede the inclusiveness in higher education. Therefore, based on a questionnaire administered to higher education students in Sri Lanka, this paper examines the support or lack of support students have experienced during the university closure that may enable or hinder inclusive online learning. It draws on Self-Determination Theory (SDT) as a theoretical lens to analyse and make sense of these enablers for and barriers to inclusive online higher education. The key findings suggest that students first need autonomy support to access stable and affordable internet and devices, and quality online learning resources. They also need competence support for monitoring and managing their own learning through feedback and scaffolding as they engage in their learning online. Finally, they need relatedness support for reducing their anxiety and having a sense of connectedness by interacting and communicating with teachers and students.

show abstract

“…Extant research has addressed the expansion of PPP in the educational sector from various perspectives. During the pandemic, education was supported by the successful implementation of PPP (Walsh et al , 2020). Several studies have examined one model of PPP education implementation (Chattopadhyay and Nogueira, 2014) and student contentment as facility recipients (Babatunde and Perera, 2017).…”

Section: Introductionmentioning

confidence: 99%

Critical success factors of Public-Private Partnerships in the education sector

Sajida,

Kusumasari

2023

PAP

View full text Add to dashboard Cite

PurposeThis paper aims to identify the factors affecting the implementation of Public-Private Partnerships (PPPs) in the education sector.Design/methodology/approachBased on Scopus and adopting the protocol of Staples and Niazi (2007), this systematic literature review examined 21 articles on PPPs in the education sector. Content analysis is adopted to identify research gaps and provide information on critical issues in the cases.FindingsThe findings have identified the critical success factors of PPPs in the education sector in 12 countries, revealing varying degrees of success and implementation challenges. They reflect the importance of clear objectives, effective communication, and robust partnerships between the public and private sectors to achieve success. These insights contribute to an in-depth understanding of PPP implementation in education, which can guide future projects.Originality/valueThe critical success factors identified in PPPs implementation in education across various countries may provide a comprehensive worldwide perspective for researchers, practitioners and policymakers.

show abstract

A public-private partnership to transform online education through high levels of academic student support

Cited by 13 publications

References 24 publications

Developing a Next-Generation Model for Massive Digital Learning

Developing a Next-Generation Model for Massive Digital Learning

Supporting Inclusive Online Higher Education in Developing Countries: Lessons Learnt from Sri Lanka’s University Closure

Critical success factors of Public-Private Partnerships in the education sector

Contact Info

Product

Resources

About