While the long-term effects of the pandemic remain yet to be seen, it has left an indelible impact on education. Learners in K-12 settings and universities pivoted to online learning platforms seemingly overnight, and Zoom and Google Classroom became the new "buzzwords" used in everyday lexicon. One thing can be sure... online learning is here to stay. But how do we ensure that it's "quality" and evidence-based? Let's take a look!
Overview
Quality online learning begins with approaching it with a new lens. It's more than just compiling resources and posting them on a webpage or replicating in-person instruction in an online format. It encompasses a new mindset and adoption of effective teaching strategies to engage learners and instill community-based learning despite the distance between instructors and peers. As the EDUCAUSE Horizon Report (2021) notes, "The pandemic required new pedagogical approaches for faculty to rethink content delivery, engagement activities, and authentic application and assessment" (p. 28). Quality Matters and the Online Learning Consortium have risen to the forefront as trusted sources for providing criteria educators can reference when designing, modifying, and adapting their courses to an online context (EDUCAUSE Horizon Report, 2021).
With online learning gaining mainstream acceptance by universities and industries alike, its adoption has been facilitated by a sudden realization that online learning has become as much of a necessity as it has become a flexible instructional delivery method. According to Mani (2021), "Due to the pandemic, 98% of institutions moved the majority of in-person classes online and 43% have invested in creating new online learning resources" (Impact of COVID-19 on the eLearning Industry section, para. 1). New technologies, apps, and learning management systems emerge daily, requiring an educator to be a connoisseur of educational technology and online best practices. This unprecedented time is ripe for innovation. What will we discover that will change the landscape of education?
Because the long-term effects of the pandemic have not been fully realized, it is difficult to predict the impact of online learning in regard to student preparedness and overall success. There are conflicting reports of online learners being more successful than traditional face-to-face learners and vice versa. Some educational experts express concern that online learning offers less structure, scaffolding, and guidance, particularly for younger students in elementary school. While discrepancies exist, the need for quality online learning is apparent. It is innovative in its ability to connect students globally, providing rich experiential learning opportunities via webinars with industry leaders, virtual field trips, augmented and virtual reality, and the production of student-generated digital artifacts. Quality online learning has even given rise to scrutiny of teaching pedagogy and principles that comprise best practices. As we continue to explore the effects and implications of online learning, we will continue to challenge the boundaries of education that will lead to our overall growth and resilience in this unprecedented time.
Applying Quality Online Learning in my Context
As an administrative assistant in higher education serving students in Carisbrooke University's Center for Professional Development, online learning has challenged the university to be mindful of delivering high quality instruction to our on-campus and distance learning students. Our instructional designers have worked tirelessly to offer workshops and professional development sessions designed to educate instructors on online pedagogy and orientations to our LMS, Canvas, and related educational technology tools. While my role provides limited experiences for me to design courses for students, I see great potential for becoming acquainted with quality standards and rubrics, such as those offered by Quality Matters and the Online Learning Consortium. I also would like to explore how our career office may be able to adopt online learning best practices to refine our professional development workshops and course offerings to best serve our students.
Don't let "micro" deceive you. Microcredentials may be small in size, but they're making a big impact in higher education! We'll take a look at the trend, but first what are they anyway? Let's break it down.
Overview
Microcredentials are mini-courses that are flexible, targeted in a specific skill, and competency-based, meaning that the learner should be able to practically apply their newly learned skill immediately. Microcredentials are particularly appealing for adult learners who value the flexibility, cost-effectiveness, and expedited structure to equip them with in-demand 21st Century skills that expand their career prospects and give them a competitive edge in the job market.
Even higher educational institutions are exploring microcredentials or "badges." The majority of employers are no longer satisfied with a traditional 4-year degree and seek new hires who can leverage their academic content-based knowledge with practical, skill-based knowledge valued in their specific industries. Microcredentials are linked with soft skill development, such as problem solving, communication, teamwork, and project management. Badges serve as evidence of mastery of these skills.
Exemplars
Universities like Colorado State University and California Community Colleges (CCC) are early-adopters of this new trend. Colorado State University offers students self-paced courses that can be completed in just one week. Different pathways are available with focus areas in topics like stress management, conflict resolution, and values and ethics. California Community Colleges is following in similar fashion with badge offerings in digital fluency, entrepreneurial mindset, and social/diversity awareness (Ericksen, 2019).
While further research is required to fully comprehend how microcredentials are changing the landscape of education, it's already proven promising for universities and employers alike. It's even expanded to being viable solutions for learning in professional development, K-12 education, and government and corporate environments (Steganiak & Carey, 2019). More than 700,000 microcredentials are being offered from a variety of providers, such as massive open online courses (MOOCs), and the trend shows no sign of slowing down with current predictions projecting that "the market for microcredentials will double in the next 3-5 years" (EDUCAUSE Horizon Report, 2021, p. 22).
Higher education is faced with a growing discontent of standard 4-year degrees. While it may acknowledge a student's commitment to a particular path of study, it does not provide evidence of a student's command of 21st Century skills that employers seek in new hires. Furthermore, adult learners are faced with a job market that is becoming increasingly specialized. Their current skills are no longer sufficient to keep pace with a rapidly shifting technological economy. As such, adult learners seeking to up-skill and increase their competitive advantage are finding microcredentials the ideal solution. They are fast-paced, practical, and relevant to their context. Plus, with multiple delivery options like online or hybrid models they can complete learning anytime, anywhere (EDUCAUSE Horizon Report, 2021). Microcredentials are innovative in the way they can create customized learning pathways that result in the acquisition of new skills. Learning becomes more tangible and evidence-based while increasing ownership and motivation among badge-earners.
Applying Microcredentials in my Context
In my role as an administrative assistant at Carisbrooke University's Center for Professional Development, I strive to connect undergraduates with prospective employers and provide guidance in professional development to enhance their success after they graduate and enter the workforce. Introducing microcredentials at my university would offer my students the ability to refine their soft-skill development and reflect on skill-based knowledge valued in their chosen academic discipline. Their employment prospects may expand and open new avenues for exploration in a wide variety of areas. Thus, microcredentials may embody our university's mission to link informal and formal learning and encourage innovative and indepent thinkers ready to embrace the challenges present in today's 21st Century.
References
Colorado State University. (2021). Digital Badge Curriculum [Image]. https://www.online.colostate.edu/global/images/content/badges/organizational-innovation-training_1200.png
EDUCAUSE. (2021). 2021 EDUCAUSE Horizon report: Teaching and learning edition. https://library.educause.edu/-/media/files/library/2021/4/2021hrteachinglearning.pdf
Ericksen, K. (2019, October 30). What are micro-credentials? How colleges are adapting to the modern workforce. Collegis Education. https://collegiseducation.com/news/programs-and-course-content/what-are-micro-credentials/
Foundation for California Community Colleges. (2021). 21st Century Skills Badging [Image]. https://foundationccc.org/portals/0/images/CXP_Badges_2019.png
Mani, B. (2021, May 4). Top 75 online learning statistics & trends for 2021. Sell Courses Online. https://sellcoursesonline.com/online-learning-statistics
Stefaniak, J., & Carey, K. (2019). Instilling purpose and value in the implementation of digital badges in higher education. International Journal of Educational Technology in Higher Education, 16(1), 1-17. http://dx.doi.org/10.1186/s41239-019-0175-9
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