policy & reform
campusreview.com.au
Rethinking online delivery
How universities can resolve
student retention woes
following fee increases.
By Geoff Thomas
S
tudent acquisition and retention rates are arguably the
biggest challenges for Australian universities. While several
factors contribute to this, a key concern is the cost of
studying in Australia. This is forcing universities to continually
re‑evaluate their education delivery models in order to
demonstrate true value and remain competitive.
Before the 2017 federal budget was delivered in May, an
undergraduate bachelor degree cost up to $33,000 (excluding
medical and veterinary courses) for Australians, with international
students paying about $97,000 for a three-year degree (excluding
living expenses).
While the figures were already a cause for concern, universities
may now find themselves facing even tougher times with the federal
government having bumped fees by up to $3600 per student for
a four-year course and more for specialised courses. As it stands,
Australia’s most expensive course – a six-year medical degree –
costs $71,900.
With the rise in costs and the global and digital economy
providing students with an ever-increasing set of options – including
online universities and specialised training programs – Australian
universities are under pressure to find new ways to differentiate
themselves. Students (and parents) expect to see value up-front, as
many are concerned with committing to long-term loans. Failing
to demonstrate this value will hurt acquisition and retention rates,
national and global rankings, and subsequently, reputation.
As a result, there is an influx of universities exploring the
technology opportunity: how to capitalise on the capabilities of
technology to make a positive impact on students’ studies. But it
takes more than an online portal lined with hyperlinks to content
and lecture recordings – universities need to harness online
learning environments (OLEs) that give students access to all the
resources they need, and equip educators with the right tools to
track performance.
Leading institutes – such as Victoria University and Deakin
University – have invested in OLEs for specific courses and/or
subjects that provide resources that traditional web portals aren’t
equipped to deliver.
Victoria University implemented an online learning environment
to create three-way alignment between course instructors, students
and workplace supervisors to make work placements a critical
component of coursework. During their placements, students have
anytime and mobile access to the environment, allowing them
to use up-to-date resources and also record progress while on
the job. By capturing image or video-based evidence of progress,
supervisors can ensure students are acquiring the correct skills and
building relevant competencies to make them more employable in
a competitive economy. All this data is fed back through the system
so that course instructors can evaluate and grade.
Dr Jaclyn Broadbent implemented an online learning
environment for Deakin University’s Health Behaviour unit to more
effectively manage and mentor a class of more than 2000 students
annually. Using automation and analytics, Broadbent can closely
monitor student performance and provide personalised feedback,
while also encouraging interaction.
The system – now in place for more than three years – saw
retention rates jump well beyond 90 per cent, according to Broadbent.
Her innovative approach to education saw her win a federal
government Award for Teaching Excellence at the end of 2016,
having been named Deakin University’s Teacher of the Year a few
months earlier.
By delivering content in a more meaningful way, students will have
the right skillsets to become employable. This is critical in an economy
where education is often overlooked by employers for experience,
which has made it more difficult for graduat es to get a foot in the
door. And by driving greater outcomes for students, universities will be
in a better position to combat challenges around retention. ■
Geoff Thomas is vice-president, Asia-Pacific, at educational
technology company D2L.
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