If you’ve been reading our blogs in this series, you’ll have seen how the technology necessary for cloud-based blended and distance learning as well as MOOCs is undoubtedly more prolific and cheaper than it ever has been – hence more and more educators around the world are moving to the cloud. Yet many argue that the digital divide is widening: the gulf between those who have ready access to computers and the Internet, and those who do not.
The need for more learner-centred systems (over institution and educator dictated systems) is growing. After all, digital natives demand flexible and tailored services – their apps and lifestyle tools are increasingly 24/7 and accessible from smart devices. Cloud-based apps are loved by resident students, blended students and distance students alike: students are empowered.
An audit may often be the root-cause of a quality improvement plan – but it doesn’t have to be. Having a robust evidence-based quality improvement process is not just for auditors – it can also help attract talented staff and students. So here’s our checklist for action planning with a difference:
The last couple of blogs in this series have reviewed the need for an app for colleges and have highlighted that if you have the right tools and processes in place to communicate with students effectively – you’ll deliver a great ‘Student Experience’ that students will love, thrive on, and advocate.
If you’ve kept an eye on education software solution providers over the past 12 months, chances are their latest or soon to be major release is SaaS. When surveyed, 96 per cent of UK universities and 35 per cent of schools have implemented some sort of cloud technology in 2017.
Gone are the days where educational institutions were measured by their successful achievements as well as their reputation. Nowadays, people consider the institution’s dynamism coupled with their achievements and successful marketing to ascertain quality education. Any educational institution will want to rank higher and be the first in mind when it comes to students choosing their destination. To do that you need to stay abreast of, and be able to adapt to the changing environment and demands.
Perhaps the more pertinent question is how do you stay relevant and know where to improve?
In our previous blog in this series we shared some recent research into the way that students prefer to communicate with their education provider. But if you’re looking to join the top 6% of institutuons in providing the most sought after kind of Student Experience, you might be interested to read that it’s not just about choosing the best student app.
The cloud has been an almighty buzzword in education over the past decade and during its infancy fears of security and dependability were rife. While the initiative was there, secure, reliable and high-speed Internet connections were lacking or cost-prohibitive. Over recent years, this has all changed.
Student Experience in 2008 could be summarised as 9am-5pm support, long enrolment queues, paper- based applications, and an online log of activity completed/in progress. The expectation in 2008 was to be able to enroll from home, ask a question at any time, and receive notifications electronically through email.
When you’re setting up course codes in your student information system, should you include information about the specific course, or simply use a unique identifier with no wider significance? Here, Matt Butson, Tribal’s Reporting and Funding Advisor, explains why he thinks meaningless course codes are best.
Topics: Further Education