Conference presentation
One size does not fit all: Personalised approaches to online learning by leveraging technology
SCU Scholarship of Learning and Teaching Symposium (Online, 09/11/2021 - 11/11/2021)
09/11/2021
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Abstract
Online education for adult learners is typically self-directed and learner-centred whereby students are largely independent and autonomous learners, motivated by personal and professional interests (Curran et al., 2019). However, a supportive learning environment remains crucial for students to engage and progress. This is especially important for students who may lack expertise in online learning environments, who have not studied in some time, and who may be balancing work and family roles with continuing education. This presentation will focus on how can we incorporate multi-modal technologies to facilitate a personalised approach to learning by using a ‘work smarter rather than harder’ approach.
A personalised approach to student learning, complemented by a visible, encouraging peer group can facilitate a sense of comfort and support in the online learning environment. Considering students as learning partners can optimize engagement (Healey et al., 2016) and students can benefit from exposure to different disciplines and perspectives which can aid in problem-solving, and the reciprocal exchange and generation of ideas (Boud et al., 2014). The Master of Healthcare Leadership (MHL) online platform allows for self-paced, self-directed personalised learning while simultaneously facilitating peer group discussions and shared learning. We would like to share how our innovative and flexible learning environment is associated with increased motivation and engagement (Bennett et al., 2015), while the provision of ongoing support by staff and peers is equally crucial in optimising students’ learning experiences and learning outcomes.
The indications for the new academic model at SCU is that by incorporating the right technology for the right audiences, intensive online learning can be flexible, self-directed, and at the same time in-depth, and engaging, resulting in working smarter for both staff and students.
Bennett, S., Agostinho, S., & Lockyer, L. (2015). Technology tools to support learning design: Implications derived from an investigation of university teachers’ design practices. Computers and Education, 81, 211-220. https://doi.org/10.1016/j.compedu.2014.10.016
Boud, D., Cohen, R., & Sampson, J. (2014). Peer learning in higher education: Learning from and with each other. Routledge.
Curran, V., Gustafson, D. L., Simmons, K., Lannon, H., Wang, C., Garmsiri, M., Fleet, L., Wetsch, L., Osborne, M., & Egetenmeyer, R. (2019). Adult learners’ perceptions of self-directed learning and digital technology usage in continuing professional education: An update for the digital age. Journal of Adult and Continuing Education, 25(1), 74-93. https://doi.org/10.1177/1477971419827318
Healey, M., Flint, A., & Harrington, K. (2016). Students as partners: Reflections on a conceptual model. Teaching & Learning Inquiry, 4(2). https://doi.org/10.20343/teachlearninqu.4.2.3
Details
- Title
- One size does not fit all: Personalised approaches to online learning by leveraging technology
- Creators
- Nasim Salehi - Southern Cross UniversityDiamuid Hurley - Southern Cross University
- Conference
- SCU Scholarship of Learning and Teaching Symposium (Online, 09/11/2021 - 11/11/2021)
- Identifiers
- 991013143569602368
- Academic Unit
- Nursing; Faculty of Health
- Language
- English
- Resource Type
- Conference presentation
- Local Fields
- Evidence Based Practice - SoLT