astra domain was triggered too early. This is usually an indicator for some code in the plugin or theme running too early. Translations should be loaded at the init action or later. Please see Debugging in WordPress for more information. (This message was added in version 6.7.0.) in /home/studyfoxx/public_html/proactivetraining.com.au/news/wp-includes/functions.php on line 6131In mid-January 2023 ASQA released the final report for the Strategic Review<\/a> of Online Learning in the VET sector. Online became a more important delivery approach during the pandemic, with many providers rapidly shifting offerings to embrace its greater use, especially in the increased use of blended learning.<\/p>\n ASQA reports that after experiencing the rapid growth of online learning through the COVID-19 pandemic, \u201cmany students now prefer the flexibility of blended learning. This brings opportunities for providers to expand their offerings and provide students with more choice across the market.\u201d However, some providers \u201chad limited or no experience in that mode of delivery\u201d and this exposed them to risk, the review found.<\/p>\n The review engaged with students through focus groups, implemented a provider survey of the VET sector\u2019s use, experience, and perceptions of online learning jointly administered with the National Centre for Vocational Education Research (NCVER), and consulted ASQA staff through a workshop and focus group series. ASQA also held a webinar series and published an insights paper series that can be found on ASQA\u2019s website here<\/a>.\u201d Two research pieces were also commissioned looking at a couple of qualifications that were being delivered partly online: CHC33015 \u2013 Certificate III in Individual Support and SIT30816 \u2013 Certificate III in Commercial Cookery. Links to this work can be found later in this article.<\/p>\n The review<\/u><\/a> found that:<\/p>\n whilst quality VET can be delivered online, taking into consideration the requirements of the training product, the student cohort, the skills of the trainer and assessor, and the tools, technologies, and processes for delivering online, the challenges, opportunities and risks vary depending on those factors. There is no single issue or feature that is an indicator of greater or lesser risk to quality.<\/p>\n<\/blockquote>\n Key findings included that:<\/p>\n However, the review identified a range of risks to students, including not accounting for their learning styles or that they were adequately equipped to meet the \u2018technological requirements\u2019 online learning imposes. These risks included \u201cnot ensuring they are appropriately prepared for, and supported to, undertake learning online, and not sufficiently taking into account the student\u2019s literacy, language, numeracy and digital (LLND) skills.\u201d<\/p>\n There were also risks associated with training and assessment using online approaches, including: insufficient digital literacy skills of trainers and assessors, adopting training and assessment approaches that are not suitable and\/or not delivered effectively online. Other risks are not designing or adapting training and assessment for online delivery and when the online delivery approaches adopted do not meet the requirements or \u2018spirit\u2019 of the training product.<\/p>\n Finally, a third finding is that:<\/p>\n The broad range of practices captured in the online delivery mode, and its rapid evolution, have contributed to a definition of online learning that is no longer fit for purpose. This can impact on the collection of accurate and meaningful data on sector activity and performance, and the marketing of accurate and consistent information about mode of delivery to prospective and current students.<\/p>\n<\/blockquote>\n Five actions are proposed arising from the review<\/a>. The first is that ASQA will undertake performance monitoring of a sample of providers delivering products of concern online, including a focus on specific provider responsibilities under the Standards. The second involves ASQA \u201cstrengthening existing education products and develop new guidance to support providers to self\u2011assure their operations and continuously improve performance against the Standards in the context of risks of online delivery.\u201d ASQA will test these products with stakeholders. In the third, ASQA will develop guidance for its quality assessors to support consistent application of the Standards and ensure assessment practices keep pace with innovation in relation to online delivery.\u201d The fourth will look at the delivery of English language qualifications, which normally cannot be delivered fully online. Finally, \u201cASQA will consider the risks associated with delivering online learning and the self-assurance systems in place to assure quality outcomes for online or blended delivery when considering the overall level of risk for an applicant or registered provider, and the broad range of regulatory approaches to respond to the relevant risks identified.\u201d<\/p>\n A series of policy considerations were also proposed in the review\u2019s report. One of these (Policy implication 3) involves \u201cdeveloping policy in relation to the applicable Standards, [and so] the Department of Employment and Workplace Relations should consider provider responsibilities including trainers and assessors having the appropriate capability to conduct training and assessment online; ensuring the authenticity of online assessment; and appropriate training and wellbeing supports for students studying online.\u201d<\/p>\n As noted above, there were a number of by-products of this review, with associated publications. These include a number of \u2018insights\u2019 including:<\/p>\n As noted above, ASQA also commissioned two research pieces to explore both the constraints on, and the opportunities of, delivering two qualifications from the most-impacted training packages delivered partly online. These qualifications are CHC33015 \u2013 Certificate III in Individual Support and SIT30816 \u2013 Certificate III in Commercial Cookery.\u00a0 You can see the results of that research, conducted by Griffith University,\u00a0here<\/u><\/a>.<\/p>\n ASQA\u2019s website also provides guidance on offering online delivery, see here<\/u><\/a>.<\/p>\n The systematic review was not the only game in town. NCVER and others have looked at online delivery issues in a range of research and associated publications. For NCVER, these include:<\/p>\n The VOCEDPlus website also has a podlet<\/u><\/a> devoted to online learning. There is also a series of practitioner-oriented teaching, learning and assessment resources<\/u><\/a> on VOCEDPlus covering a range of delivery methods, including online and blended approaches.<\/p>\n VDC has highlighted some of this work and other resources related to online learning in VDC News as well, and you can access our articles here<\/u><\/a> and here<\/u><\/a> (on good practice), here<\/u><\/a> and here<\/u><\/a> (highlighting the ILO\u2019s work on digitisation).<\/p>\nWhat the review did<\/h2>\n
What it found<\/h2>\n
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ASQA\u2019s actions arising from the review<\/h2>\n
ASQA publications and insights on online delivery<\/h2>\n
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Other work focusing on online delivery<\/h2>\n
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