Lee Graham, director, online education programmes, University of Roehampton, London, in this interview, shares how the university programmes ensure that teachers are supported in obtaining effective skills for success in a knowledge economy, among other issues. Excerpt:
An overview of how a typical online course works
The concept of online learning is typically misunderstood, simply because people tend to associate it with solitary learning behind a computer. However, a typical online programme with the University of Roehampton, London has all the benefits of a traditional campus-based degree and happens to be completely online.
Featuring a flexible format that allows students to develop their own study schedule, modules are grouped into two-week learning units, each consisting of requirements such as individual assignments and shared activities. Roehampton Online’s faculty members guide and support their students’ learning through personalised communications, including discussion-board posts, videos and Adobe Connect calls. In addition, students collaborate with their fellow online classmates in the shared activities.
So, in this learning model, online learning offers numerous opportunities to learn from and with others who are also passionate about the same field of study.
Different between online learning and more traditional university environment
The major difference is the scope. When you’re in a traditional classroom setting, it tends to be more of a regional focus – the students, faculty and content. By contrast, online classrooms are global, and students who are located in countries all around the world share best practices and learn from each other. In addition, online students can apply what they learn in class immediately to their daily work and career.
Online programmes require self-organisation beyond what is required in a face-to-face classroom. With online learning, students need to schedule time to work through the class materials, interact with colleagues in the shared activities and submit assignments. It is important to have a reliable internet connection and to schedule time each week to focus on the course. In addition, online learning allows students to be active when they learn; students will never just sit and listen to a professor talk about the content. They will learn the content by reading and/or watching videos, by completing assignments and by interacting with colleagues.
Level of availability of online faculty to students
At the University of Roehampton, London Online, we typically have a 40:1 student-to-faculty ratio, but students also participate in smaller groups, which means that we can maximise the diversity in the classroom while still providing opportunities for deeper discussions in sub-groups. Because our programmes are asynchronous (meaning students are not required to be in class together at a certain time) faculty members and the student support team are available throughout a student’s journey to answer questions and offer guidance similar to traditional programmes. In addition, students can connect with faculty and their peers through Inspirenet (Roehampton Online’s social networking environment), where students can ask questions of student support, technical support, billing support and even their peers. As a result, a strong Professional Learning Network (PLN) is formed that can endure beyond the course. Whereas in a traditional programme students may
depend on one teacher, Roehampton Online students have the benefit of many teachers.
Is online learning an easier option?
There may be a misperception that online learning is an easier option; however, this is not the case. Unlike a traditional classroom, there is no back row in an online classroom. Roehampton Online’s collaborative environment depends on everyone’s active and visible participation in the assignments and activities, which are often directly related to students’ professional context. As a result, it may not feel as difficult as a traditional classroom. Certainly this perception differs from student to student; however, many students find themselves quite happily active in the online classroom because they can see the benefits immediately in their practice. In addition, as students work they also interact with colleagues – and therefore with each comment, assignment or experience shared, students are strengthening their PLN.
In addition, Roehampton Online follows a structured format geared toward the working professional. Students are required to complete modules within a certain timeframe and participate through collaborative shared activities, allowing them to focus on specific learning areas with greater flexibility.
What key trends have you observed with University of Roehampton’s students in African countries, particularly in Nigeria?
A majority of Roehampton Online students from Nigeria are enrolled on the management and public health programmes. However, our suite of online education programmes is also of increasing interest among Nigerians, who currently represent 25 percent of the students in our Master of Arts in Learning and Teaching and 22 percent of the students in our Master of Arts in Educational Leadership programmes.
I have seen a great dedication from students in African countries to enhancing the quality of life in individual locales through professional education. I have worked with professionals in the Ministry of Education, as well as teachers of the “classroom under a tree”. From each of these groups of professionals I see a dedication to enhance the lives of people in various walks of life, and a dedication to excellence for all African citizens.
What is needed to enroll on an online programme?
Students need a passion for learning and access to a convenient and reliable internet connection, whether it’s at home, a local library or their place of work. Since many of our students are working professionals, there are resources they can download to their Smartphone to access at a convenient time (such as on a commute to work). Inspirenet is also mobile-optimised, so students can connect with their peers for networking outside the classroom.
University of Roehampton’s major differentiators from other online course providers?
We think there are quite a lot of differentiators that make Roehampton Online stand out from other online institutions. Some online programmes actually require campus-based trips for examinations and tutorials. We are fully online, meaning students can be literally anywhere in the world and still get quality education.
The cost of our degrees is also a major differentiator at an affordable, all-inclusive price.
We also place a lot of importance on flexibility. We know our students are busy working professionals who are often juggling careers, family and study, and our two-week learning units are designed to really accommodate a busy working professional’s schedule. We also schedule a two-week break between each module to give students the chance to regroup or allow extra time for personal commitments without losing momentum.
Roehampton Online places a great deal of importance on students building relationships with each other. We recognise that this support is important to learning, but it is also vital for gaining encouragement during challenging times, as well as beneficial to the professional networking life of the student. Perhaps the most unique aspect of our programme is the emphasis on group support and the lengths to which faculty will go to help students develop relationships with one another.
