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Australian Disability Clearinghouse on Education and Training
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ADCET Webinar: Three essentials in the move on-line

This ADCET webinar was in partnership with the National Centre for Student Equity in Higher Education (NCSEHE).   We were joined by presenters Cathy Stone and Nicole Crawford.  

With the need to quickly convert face-to-face classes, guidelines developed from recent Australian research can offer some direction. While it won’t be possible to follow them all immediately, there are three essentials to aim for.

  1. Recognise the diversity of student needs, including the need for flexibility to combine study with multiple other commitments and needs.
  2. A strong teacher-presence is crucial. Students need regular and meaningful communication with teachers to remain engaged and connected with their learning community.
  3. Interactive and engaging course design, e.g. short videos; varied formats and content, through simple-to-use technology.

This webinar talks more about these three essentials and ways they can be delivered.

Presenters

Dr Cathy Stone

Dr Cathy Stone is an independent consultant and researcher in the field of post-secondary student equity, retention and success. She is a Conjoint Associate Professor in Social Work at the University of Newcastle, Australia, and an Adjunct Fellow with the National Centre for Student Equity in Higher Education (NCSEHE) at Curtin University, Australia. As an active researcher, Cathy’s publications focus particularly on the experiences of mature-age, first-in-family and online students. The Final Report from her 2016 NCSEHE Equity Fellowship has provided National Guidelines for Improving Outcomes in Online Learning for the post-secondary education sector.

 

Nicole Crawford

Dr Nicole Crawford is a NCSEHE 2019/20 Equity Fellow and Lecturer in Pre-degree Programs at the University of Tasmania (UTAS). Her research focuses on equity and inclusion in higher education, including enabling education; mature-aged students; regional and remote students; and student and staff mental wellbeing. She initiated UTAS’s Social Inclusion Community of Practice, and the National Association of Enabling Educators of Australia (NAEEA) Special Interest Group on Mental Health.