Learner Success and Digital Technologies

Brunton, James; Brown, Mark

doi:10.1007/978-981-13-1179-6_107-1

Cited by 3 publications

(2 citation statements)

References 4 publications

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“…Organisational and time management skills were also found to be central to successful online study. The findings of this study further reinforce the importance of strategic structured socialisation for online learners starting HE study (Farrell and Seery 2019;Brunton and Brown 2020).…”

Section: Discussionsupporting

confidence: 75%

“…Low completion rates are especially concerning for groups that are under-represented in HE, such as refugees. Since a complex set of factors influence student engagement and success, it is difficult to state definitively the reasons underlying online learner non-completion rates (Brunton and Brown et al 2020). Online learners tend to have many demands on their time; the very reasons which cause them to choose this study mode could in turn cause them to withdraw (Simpson 2004).…”

Section: (Page Number Not For Citation Purpose)mentioning

confidence: 99%

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‘This is two different worlds, you have the asylum world and you have the study world’: an exploration of refugee participation in online Irish higher education

Farrell

Brunton

Costello

et al. 2020

Research in Learning Technology

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This qualitative study explores the transition experiences of refugees to study online in Dublin City University (DCU). Asylum seekers face financial, structural, cultural and digital equity barriers to access higher education (HE). In response to these barriers to access, DCU became a 'University of Sanctuary' in 2017, offering scholarships to refugees. Data were collected via semi-structured interviews. Four themes were constructed in the data-led thematic analysis: asylum world, belonging to the DCU community, the personal impact of studying and study world. Overall, this study strengthens the idea that access programmes such as the University of Sanctuary scholarships can facilitate participation in HE for refugees, provided that the necessary support to address the financial, structural, cultural and digital equity barriers is in place.

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Section: Discussionsupporting

confidence: 75%

Section: (Page Number Not For Citation Purpose)mentioning

confidence: 99%

‘This is two different worlds, you have the asylum world and you have the study world’: an exploration of refugee participation in online Irish higher education

Farrell

Brunton

Costello

et al. 2020

Research in Learning Technology

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A competence framework for educators to boost open educational practices in higher education

Nascimbeni,

Burgos,

Brunton

et al. 2024

Open Learning: The Journal of Open, Distance and e-Learning

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Toward just and equitable micro-credentials: an Australian perspective

Desmarchelier

Cary

2022

Int J Educ Technol High Educ

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The current historic COVID-19 Pandemic moment has thrown into sharp relief the need for flexible and rigorous higher education that meets upskilling and reskilling needs of global workforces. Discussions of micro-credentialing predate the Pandemic but have received increased focus as potentially assisting in addressing perceived skills gaps. However, not all commentators have been complimentary about the possibilities inherent in micro-credentialing. In this paper we discuss Ralston (Postdigital Science and Education 3:83–101, 2021) criticism of the “microcredentialing craze” as provocation to consider how equitable, thoughtful and just educative aims may be met. We address Ralston’s argument that micro-credentials present an educative “moral hazard” by arguing that micro-credentialing will allow universities to respond quickly to changing worker educational needs rather than only offering full degrees that may not be economically viable or personally desirable for individuals. Rather, we suggest, the potential of micro-credentials lies in their pathways and potential to enhance lifelong learning and suggest that micro-credentials do not stand outside of the pedagogical ethical imperative that learning experiences should be positive and inclusive.

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Learner Success and Digital Technologies

Cited by 3 publications

References 4 publications

‘This is two different worlds, you have the asylum world and you have the study world’: an exploration of refugee participation in online Irish higher education

‘This is two different worlds, you have the asylum world and you have the study world’: an exploration of refugee participation in online Irish higher education

A competence framework for educators to boost open educational practices in higher education

Toward just and equitable micro-credentials: an Australian perspective

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