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

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        Links
        https://jl4d.org/index.php/ejl4d/article/view/336
        Date
        2019-07
        Abstract
        Open online courses could provide stepping stones for audiences that are under-represented 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.
        Author
        Coughlan, Tim
        Goff, Jenny

        Subject
        Higher Education
        Online Learning
        eLearning
        Non-Formal Education
        Series
        Journal of Learning for Development;vol. 6, no. 2
        URI
        http://hdl.handle.net/11599/3208
        Rights

        https://creativecommons.org/licenses/by-sa/4.0/
        Collections
        • Articles in Periodicals & Books [265]
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