Sven Åke Bjørke
Revised article January 2017
Online delivery of education – students on campus, students online – aren’t they all the same? Do we have to adapt and customize? Do we have to know each student personally?
Why? Aren’t they just students?
Henry Ford allegedly once said: “You can have the T-ford in any colour you like as long as it is black”. Mr Ford is often regarded as the icon for the era of the assembly line; the modern, industrialised society, with mass production. Charlie Chaplin depicts this era in his movie “Modern times“. The slogan at that time was: produce for the masses in a limitless market. The consumer buys the product available. In short: the modern, industrialised times were producer centred. The education delivered for the industrial society was necessarily instructional and teacher centred.
Gradually, the markets became saturated with the mass-produced items. In order to sell more, the producers had to make products adapted to the individual, who wanted to display not just the ability to buy a product, but a special product that helped give him or her an identity. In the postmodern age, the individual to some extent builds his or her identity through the artifacts s/he buys and displays. In the consumer age, the commodities are personalised. To many, the artifacts build and display the personality. Without the artifacts, the personality cannot be shown.
In the “post-modern” times, the producers thus have to identify their ‘clients’; find out about their needs and interests, in order to make a range of tailor-made products. There is a clear shift of interest from production to marketing. In short, in the post-modern times, the focus is on the individual consumer or user.
Internationalization of education
It has been argued that internationalization of education, using ICT and the Internet empowers the learners while the education providers have to meet the users’ needs rather than just transmit a ready-made curriculum of information. Just like businesses, educators have to be more flexible. Again, in short: globalisation of (distance) education entails a reorientation of focus away from the teacher, over to the learner. The learner becomes a kind of customer, asking “What’s in it for me? Why should I take this course? What will I remain with when I have done it?”
The traditional restrictions on what an academic year is, how to accumulate credits, how to modularise a course, quality etc are up for questioning. The global student is no longer a representative of the traditional small elite of middle and upper class males, white, rich, on-campus students aged between 19 and 26.
Students? Teachers? or Both? Teachers and students at Omaha university
The modern, global students are life-long learners of all ethnicities, genders and in the age range between 18 and 90. As any modern consumers they demand a product (the course) that is flexible, adaptable, widely recognized, portable, interactive, relevant, just in time, to be taken anywhere, a course that respects them as experienced and educated, and last but not least: a course that can be attended to at times convenient to the learner. The course will also contribute to build a profile or identity. To some, a course badge or certificate can become an important artifact that to some extent can be displayed to others, as well as build self-esteem and confidence in own competence.
In other words, the more you know about your potential learners, the better you can adapt your course to their needs.
How can knowledge about learners help?
We might be in a better position to:
- give advice about the most appropriate course according to interests and needs
- select scope and length of the course
- select type of course, such as self- instructional or tutor-led
- select and prepare appropriate learning resources
- plan an appropriate student support service
- decide whether the course should give credits
- decide level of tutor assistance
- calculate time needed for the various learning activities
- Estimate how many learners you are going to have: 10 – 100 – 1000 – over 10 000?
- Age range? Children – teenagers – young adults – adults
- Different races and cultures?
- Likely occupations?
- Where are the learners staying? In one country or in several?
- What are their likely motivation(s)?
- Language proficiency:
- English as first, second or third language?
- TOEFL-test or similar necessary – or should automatic “gate tests” be passed to allow access?
- Experience in online education?
- Experience in online learning?
- Should an introductory course to e-learning be arranged?
- Learning skills and strategies?
- If not – should they take an online “crash-course” prior to course start?
- Will the participant mainly be interested in gaining concrete, practical know-how, or will s/he be more interested in academic and research based theory?
- if academic theory is the main interest, should the participant take a short course in e.g. academic writing prior to course start?
- Where, how and when will they be learning?
- Time available?
- Any learning style preferences?
- Do the learners have knowledge, skills and experience in the field already?
- Supportive partners?
The new realities for course creators
Gone are the days when a university lecturer or a professor simply could find a suitable amount of relevant literature, plan the titles of a string of lectures to ensure progress, and complete the study program with a three days’ exam.
Today you have to consider whether you want to offer the course internationally or not.
If you choose the internationalized option – which eventually might be the only option – you quickly realise you are competing on a global market. You inevitably have to ask yourself whether your course is good enough.
What kind of quality assurance system does your college or university have? Is the system sufficient? Is the system static or dynamic?
A dynamic quality assurance system will provide for continuous improvements. Again, what is good enough – relative to what?
Are there any international standards for quality and quality assurance? If so, are they relevant to my course and my course participants?
- Gutierrez, K (2015) The 5 Best Ways to Research Your eLearning Course Target Audience
- Dabbagh, N. (2007) The Online Learner: Characteristics and Pedagogical Implications
- He just sued the school system (video)
Home About 1 Introduction 2 Quality education 3 E-pedagogy 4 Self-instructional 5 Collaborative 6 Make courses 7 Design VLEs 8 Assessment 9 Transition 10 ToC