The recently released ‘Student Engagement for Online Delivery Guidelines’ report provides important insights into opportunities for off-shore online delivery of ELICOS courses.
As the ELICOS sector celebrates a ‘remarkable recovery’ (Brett Blacker, English Australia CEO), pandemic emergency online teaching has resulted in an expansion in industry capabilities around online pedagogical best practices and greater student familiarity with the online experience.
This is the perfect landscape to consider new opportunities for innovative course delivery options.
The Student Engagement for Online Delivery Guidelines report details extensive research conducted by English Australia and Bonard, funded by Study NSW. It outlines key findings into the current Ed-Tech environment, student preferences in online learning, challenges and solutions.
It recommends ‘stakeholders create and develop portfolios comprising short micro-credentialing courses (Business English, Communication English and English for specific professions), fully online programs (targeting the K-12 segment and professionals), and bridging courses to on-shore (face-to-face residential) programs or pathway courses’ . According to the report, the industry needs to:
Foster ongoing development of a student-centric Ed-Tech portfolio and services
- Establish a stimulating environment for Ed-Tech development with collaboration across multiple sectors, including government, education, and EdTech providers
- Deploy supportive promotional and partnership-building activities in priority countries
So what does this mean in practice?
ELICOS courses can certainly be optimised with Ed-Tech to integrate authentic industry specific tasks and assessments, and develop meaningful connections to Australian industry, culture, and spaces.
The key to success in delivering quality online learning lies in listening to student voices and taking an evidence-informed approach to learning design.
The Student Engagement for Online Delivery Guidelines report notes that prospective students prioritise interaction, packaging and flexibility when choosing online courses and the ideal course structure was three 45 minute classes a day. Students outlined a desire for more interactive and communicative elements like course forums and gamification. These are important messages when considering course design.
The report further outlines the need for teacher training and an explicit effort to break through fragmented ed-tech offerings and support providers in finding platforms and tools that meet student, teacher and learning design needs.
The report can be found here.
