The situationWhat is the current situation?
7% completion rates for VET Fee online courses in VET sector
Lower Retention Rates
Common problems we see
Content
Online SystemSupport
Learning Journey
Strategy
What are the common causes?
Study by J.L. Bailie Kaplan University
What do the students want
65% suggesting that welcome calls should only be placed when requested by the student
55% expected online trainers to access their course every day of the week and participate in discussions daily
50% want an initiated email contact 1 day before their course started vs 40% the week before”
52% of students expected trainers to respond to email inquiries within 12 hours of receipt, and to voicemail messages within to 24 hours.
57% expected trainers to return a minor graded assessment in 3 days, and a major assessment within one week.
What do the students want
We know what works
Addressing individual needs
Providing clear guidance in assessments
Connecting learners to resources
Create an eye-catching layout
Focus on the “why
Simple User Experience
Social, Interactive, Mobile
The Magic Formula
* communication*presence & *engagement*timeliness & responsiveness*mentors*help deskOnline Classroom management*intervention plans
Human 2 Human
* social *mobile*easy to use*learning community*learning eco-system
Learning Platform
* Course Design*bite size*multi media*Problem solving focused*real life
Content
3 year Online learning Strategy & Sustainability Plan
Standard 1: How do you maximise the chances of learners successfully completing their training?
What to look for?• How do you identify which student
needs support during their course• What are the different types of
support you offer• How do you build a relationship
with your students online?• How do you allow students to
collaborate with each other online?
Common mistakes: • Do not know have the
reporting capabilities to identify student that require support
• Their student support strategy is very light
• The courses are impersonal
Standard 1- How do you conduct effective assessment online or in blended model?
What to look for?• Can you truly assess the requirements
of the unit online?• Can they apply their knowledge in a
practical way?• Is there a variety of assessment been
used to address the unit?• When using ‘simulated’ workplace
environments, does the assessment task replicate the resources, environment and any time and productivity pressures that exist in the actual workplace?
Common mistakes: • Trying to assess observable skills
as non-observable activities• Over or under assessing• Poorly designed assessment –
focus on lower cognative skills• Failing to assess the practical
application of knowledge • assessments not meeting
principles of assessment and rules of evidence
• Assessment not meeting workplace requirements
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