If I were a journalist cherry-picking from the trends identified in this report (159 page PDF) I might say something like "online learning (ie., 'external', p. 22) is getting more popular (pp. 22-23), is harder, and you're less likely to succeed (App B, p. 29), but you'll get better results (App B p. 7)". But for every assertion that could be made, there's a countervailing assertion, and the overall picture is made more complex by the pandemic that it becomes difficult to even define what is meant by 'internal' any more. The authors' own highlighting (p. 9) argues that "Without sufficient quality of online and mixed-mode offerings, there is a risk that students will not be sufficiently motivated, interested, self-regulated or self-directed" and "Timely access to quality learning resources and support services is instrumental for achieving quality learning outcomes." As well, the Australian system depends a lot on international students, and the risks face by students in this category have been highlighted over the last few years.
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