![]() ![]() ![]() Recognition of society’s needs for skilled knowledge-based workers and the associated focus on learning outcomes (the extent to which graduates have such requisite skills as critical thinking, problem-solving, communication, independent learning, ability to work in a variety of contexts, to work in teams and to navigate cultural differences).Pressures on institutions to be more open and accountable, especially for their deployment of taxpayer provided revenues and ever escalating student tuition fees.Growing numbers of students at ease with new technologies and social media who are demanding the same sort of flexibility and access from post-secondary education that they already enjoy in their daily business and social interactions.Changing demographics (more older and part-time students) and more learner diversity (broader intellectual, language and cultural ranges), the dramatic increase in those pursuing post-secondary education while working at full- or part-time jobs, and the continuing growth and particular demands of life-long learning and preparation for employment in a constantly changing world.An increasing demand for college and university places that has led governments to use funding to drive up enrolments and left institutions to maintain or even improve quality.The increasing recognition the world over of the central role that post-secondary education plays in social and economic success has spawned many drivers for change, including the following identified by Bates: Drivers of Change in the Way We Teach and Learn In the opportunities it provides to engage students, enhance quality, widen access and be cost efficient, and the radical changes it requires for the effective organization and rethinking of post-secondary education practices and processes, online learning is a game changer. Online learning, which harnesses the power of the Internet, multimedia resources and Web-based tools, is taking post-secondary education by storm.įor Bates, the change is starkly different from that of earlier technologies mainly used to broadcast content. For meaningful improvements, major changes are needed in the prevailing institutional cultures and the way they are managed. His constant message is that most institutions are under-exploiting the potential of technology to respond to the growing pressures for change in post-secondary education. Ross Paul.Īdapting technology for effective learning is the mantra for Tony’s entire career – technology for accessibility, for flexible response to diverse needs, for improved quality and cost control, and for institutional accountability. This series was researched and developed by Contact North | Contact Nord Research Associates, Dr. This posting is one of a series that looks at Tony’s perspectives and advice on key issues in online learning. Bates has helped educators, academic administrators and policy makers grasp key concepts, trends and challenges in online learning. A Contact North | Contact Nord Research Associate, Dr. Author of 11 books and 350 research papers in the field of online learning and distance education, Tony Bates is also an advisor to over 40 organizations in 25 countries, and publisher of what is arguably the most influential blog on online learning with over 20,000 visits a month. ![]() Understanding the Building Blocks of Online Learning: Part 1įor almost 50 years, Tony Bates has been a consistent, persistent and influential voice for the reform of teaching and learning in post-secondary education, notably through the effective use of emerging technologies. ![]()
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