Community-run centres in regional and remote Australia are having positive impacts on students who were historically under-represented at university and at high risk of dropping out.
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University students had high rates of mental health issues before the pandemic. The additional stressors of COVID-19 and social isolation will make them even more vulnerable over the winter.
A learner’s digital education experience can be very different from the seamless user-friendly world of the social internet. Replicating the old classes online isn’t good enough. A rethink is needed.
Online learning can create problems for students, particularly those with disabilities, unless platforms and content are designed with accessibility and inclusion in mind.
When lockdowns went into effect earlier this year, interest in massive online open courses, or MOOCs, began to surge. An expert expects the interest to continue.
Empathy will help teachers, and others leading online transitions, prioritize relationships as society navigates this crisis.
Online learning can help universities quickly adapt to COVID-19, but policy makers must pay careful attention to student experiences and take a critical view of technology companies’ claims.
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University Distinguished Professor of Astronomy, University of Arizona
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Adjunct Research Professor, Department of Neuroscience, Carleton University
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Professor and Academic Head, Special Education and Educational Psychology, Monash University
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Professor, Department of Neuroscience, Carleton University
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Chair, Department of Neuroscience, Carleton University
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Adjunct Research Professor, Department of Neuroscience, Carleton University
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Adjunct Research Fellow Victoria University of Wellington; Head of the Quality Assurance Institute and Senior Lecturer, Universitas Islam Negeri Syarif Hidayatullah Jakarta
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Instructor, Department of Neuroscience, Carleton University
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Pro Vice-Chancellor Education Innovation, University of New England
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Associate Professor, School of Educational Psychology and Inclusion, Monash University