Universities are being forced to rapidly adapt to an online-first education experience. For many courses and degrees, content intended to be delivered face-to-face is simply being copied and pasted online. This is short-changing students, and the teachers who spend time developing courses.
Adam Brimo is the founder of ASX-listed online education platform OpenLearning. The company has enabled education providers to build online-first courses for over seven years, and now has two million users worldwide.
OpenLearning offers learning design specialists that work directly with educators to build online-first, fully-accredited courses, micro-credentials, and degrees. As a result, it allows anyone to build, deliver, and monetise educational programs.
The Australian clientele includes UNSW Sydney, University of Technology Sydney, University of Newcastle, Charles Sturt University, Western Sydney University, alongside ASIC, Engineering Education Australia, among others.
In Malaysia, OpenLearning is the leading platform for both public and private universities and colleges.
For Brimo, a lot of the conversations around online-learning in the wake of coronavirus have been missing the mark. He says, “What universities are asking is: How do we build higher quality courses for the medium to long term, assuming that something like this will continue or it could happen again in the future?”
“COVID-19 has focused the university sector’s attention on having a quality online education experience. That might take them some years to do still, but at the moment, they are just trying to get through the current situation here and move some things online as quickly as possible.”
The OpenLearning model
There are elements of a classroom setting that allow for a better education experience. Discussions, working in groups, and challenging ideas all boost retention of knowledge, and understanding. OpenLearning first started with a focus on the ‘social learning’ education model, the idea that humans learn best by interacting with their peers.
The first iteration of the platform was inspired by social media platforms to allow students to learn from each other, participate, be motivated to improve, and encourage deep learning, which is a result of students becoming active in the learning process. This is where students gain the ability to think critically.
Students can ‘like’ and comment on each other’s posts, using the feedback as a form of vicarious reinforcement, which is the human tendency to repeat or duplicate behaviours for which others are being rewarded.
Now, expanding from social learning, it follows the social constructivism model of education, where students actively construct the knowledge with their peers.
“Instead of a textbook to read, you give them a problem to solve, and in trying to solve that problem they work with other people in the course, and have to find the information on their own,” explains Brimo.
Evolving the business model
The OpenLearning platform has grown into a full marketplace and platform for all types of education, where users can browse and take online courses from leading Universities, private providers, and colleges. For course creators, it is sold as a subscription model, with different tiers covering the number of users, and courses offered.
As for what comes next?
“We are expanding into micro-credentials. The idea is that you can take part one part of a degree or a short course, which will give you credit towards the qualification or deliver a job outcome,” says Brimo.