Creating Open Online Courses with Learner Representative Partners to Widen Participation in Higher Education

Autor/inn/en	Coughlan, Tim; Goff, Jenny
Titel	Creating Open Online Courses with Learner Representative Partners to Widen Participation in Higher Education
Quelle	In: Journal of Learning for Development, 6 (2019) 2, S.143-159 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2311-1550
Schlagwörter	Online Courses; Partnerships in Education; Participation; Access to Education; Open Educational Resources; Disproportionate Representation; Educational Cooperation; Organizations (Groups); Teacher Education; Health Education; Qualifications; Entrepreneurship; Nontraditional Students; Open Universities; Voluntary Agencies; Caregiver Training; Relevance (Education); Education Work Relationship; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Hochschulpartnerschaft; Teilnahme; Education; Access; Bildung; Zugang; Bildungszugang; cooperation; Kooperation; Lehrerausbildung; Lehrerbildung; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Qualifikation; Qualifikationsstufe; Unternehmungsgeist; Offene Universität; Relevance; Relevanz; Ausland; Großbritannien
Abstract	Open online courses could provide stepping stones for audiences that are underrepresented in higher education (HE). However, there are concerns that these instead proliferate forms of exclusion and do not address known difficulties for widening participation. We explore how organisations that represent the perspectives of particular underserved audiences for HE can act as 'Learner Representative Partners' to support the creation of appropriate courses and to highlight practices that exclude. Six course development processes where a university worked with different partners are analysed using interviews, documentation of resource use, and data on learner behaviour. The analysis utilises previously identified challenges to widening participation and collaborative course creation. Getting partners to directly engage in authoring the course was particularly beneficial but all partners prompted critical thought and greater understanding of the intended audiences. We suggest principles to support such partnerships effectively. These include adapting to a variable capacity of partners to contribute, to encourage reuse or creation of resources by partners, and to facilitate partners to feel confident in expressing their views. (As Provided).
Anmerkungen	Commonwealth of Learning. 4710 Kingsway Suite 2500, Burnaby, BC V5H 4M2 Canada. Tel: 604-775-8200; Fax: 604-775-8210; e-mail: jl4d@col.org; Web site: http://www.col.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01