One thing that COVID-19’s disease hasn’t changed is the requirement for training and skill development. While lockdowns have impeded access to office spaces and increased job security but they also provide an opportunity and time for developing capabilities. The need for professional training has increased.

Since the beginning of 2020, the sole option for employees to improve their skills was via remote learning. Specialists in training and development have been working hard to modify courses and programs to be delivered online. In the majority of cases this, it’s been replacing face-to face workshops with dial-in sessions via software for teleconferencing.

However, these changes are not always proved successful. In some cases employees have utilized their own informal, personal methods of learning to improve their professional.

The worldwide online education market has been growing organically in the past 25 years. It’s likely to become more mainstream than anticipated. The benefits that online education has, that can bring together a wider as well as a more varied student population can make it scalable and long-lasting.

We are fortunate to use years of research and data from online education to help deliver professional development effectively online. Research shows that some of the three most crucial factors to take into consideration are accessibility, flexibility and social connectivity.

Make learning that is flexible an important goal

The online education industry is increasing rapidly due to it’s flexibility. Students can learn from anywhere they want, at any time. This means that they can continue to fulfill the obligations of parental, work and other obligations alongside their studies.

The online education industry is increasing rapidly because of the flexibility of online education. Students can learn from anywhere and at any time. This allows them to maintain obligations like parental, work and other commitments in conjunction with their studies.

Make sure that everyone has access

An increased diversity of student population demands more inclusive learning and teaching methods. The most effective models of online learning provide students alike opportunities to succeed.

Learning materials and learning management systems have to be accessible and reliable to everyone. This includes those living in remote regions of the country, people who are unable to leave their homes because of family obligations or students with specific needs that require resources for learning to be designed to are able to meet these requirements.

In the same way, using online learning technology to aid in professional development should be an educational facilitator and not as a barrier to learning. Modern learning technologies and software, such as learning management systems like Moodle for instance can bring access and creativity in professional growth. This creates a more comfortable and more enjoyable learning environment.

Organizations might need to invest in technology for accessible learning similar to how they make investments in creating accessible and inclusive workplaces. guidelines are available to assist trainers in making online learning materials easy to access and enjoyable.

Facilitate connections between learners

Furthermore, the experience of learning from a distance and working remotely can make you feel isolated. Finding meaningful ways to build an ethos of belonging and connection between students is a major challenge for educators who work online. However, advantages of social connections are well worth the effort. It’s linked to better academic performance confidence, self-confidence, engagement retention, and satisfaction.

Students who take advantage of the convenience of online education are usually busy or have several competing demands. They place their focus on learning over their social requirements.

This is why using students’ social skills to create interaction via social networks can be unproductive. Instead, trainers should integrate social collaboration into the core of on-line learning.

Activities that require collaboration comprise peer review, simulation and other tasks. Workshops and online meetings are also a good idea to take advantage of the interplay of interaction and learning.

Activities like these help ensure that participants remain focused on their learning objectives and reap rewards from social interactions.

Professional development for professionals online is in the air and will remain so

The universities are increasing their education options to help professionals develop their skills. They now provide low-cost authentic, accredited, and verifiable online learning options, such as short courses as well as small-sized credentials.

What should you look for when choosing a college in the age of digital competitionOnline teaching was an everyday thing after the virus struck. Students, the complexity was a scream and the change was a bit disconcerting but inevitable.

Students considering the options for their studies may have been confused as well. However, they’re better equipped to comprehend the options offered by universities in a highly competitive online learning market. Additionally, they have more choices.

The new University of Sydney vice-chancellor Mark Scott has warned that competition for enrollments is growing because students have more options. “The newspaper experiences demonstrated that your competition in the digital realm outstripped your traditional counterparts in the analog space,” said Scott who was the former managing editor at the ABC and the senior executive of Fairfax Media.

“Digital” education is expected to change the way students think about and choose institutions. It could allow for more personalized learning pathways as well as lifelong and easier learning, enhancing skills for job and a more remote , large student body.

There’s no chance of going back to the previous model

Learning was removed from the experience on campus this year, the relationship between teachers and learners and peer-to-peer networking changed dramatically. The digital revolution was a massive and urgent undertaking.

However, time has passed. Partly or fully digitalised universities have grown in number. They’ve also evolved as students and academics get help to move to the next level.

In the days prior to the current lockdowns, Macquarie University, as well as other institutions, announced most classes would continue on the internet, as “small groups” in-person classes would need students to be wearing masks. Melbourne University said it was “planning to offer approximately 90% of the semester 2 classes in the campus”. The university is also rolling the concept of ” blended synchronous learning” with microphones in-venue and cameras to let students from campus and remote locations can be together in a single course and its DVC (Academic) Gregor Kennedy said.

What are the things that students should be looking for?

So, how do prospective students know which institutions offer quality digital education? They must consider the following guidelines:

Concentrate on blended or online student experience

What are the benefits to students who feel connected by being part of an educational community and having a social aspect and having a say in their education, and staying in the campus area when they can? Are the study options suited to life and lifestyle requirements that were has brought to light as vital?

Transparency about digital quality

Does the institution adequately communicate what it means by “digital” high-quality? Particular attention should be paid to assessments, in order to be able to avoid having to face exam delays, for example.

The Tertiary Education Quality and Standards Agency (TEQSA) has released guidelines regarding the quality of online learning. The Federal Minister for Education Alan Tudge has announced an update to the Higher Education Standards Panel with online and hybrid course quality as a part of its new duties.

The evidence of ease, efficiency, and accessibility

What strategies can be tailored to meet post-COVID requirements for education local and international? Are there any options for learning that are polysynchronous which includes some learning at one’s own pace and some in conjunction with others? What is inclusive digital education? accessibility for students with vision impairments for instance – appear like?

Price transparency

Does the unit or program priced to be a lower-cost standardised product or are they priced at the highest value? Does the institution provide financial assistance?

Digital design with the ambition of

Does the learning and program design place a strong emphasis on COVID-resilient long-term results in career and learning? Are there any solid proofs of relationships with industry?

and (for the most determined) is the university exploring or make use of Artificial Intelligence (AI) as well as data analytics in order to create custom the learning pathways for each student?

An emerging digital divide among unis

Certain universities are using digital learning to gain access into the new markets. They are Melbourne, RMIT (boasting RMIT Online), Adelaide and Griffith. In varying price ranges they are increasingly offering evidence of digital proficiency and blended synchronous learning opportunities as well as well-defined online engagement and connectivity.

The universities are responding also to the industry need for easy upskilling and more advanced education (often “micro” qualification). Their offerings are also diverse in particular disciplines.

The PwC report suggests that the majority of universities will be competing with mid-range options. These institutions will provide customized education in addition to massive offerings, while also making sure revenue streams remain open, while maintaining their reputation in a technologically enhanced world and balancing the impact of border restrictions on students from abroad.

Some universities will take the most significant leap to blended or online education. These institutions will likely outdo other institutions and broaden their student body to enhance the experience of students.

Some continue to offer the smallest investment or with low-cost solutions. They are trying to go back to the “old regular” of a solely face-to-face experience. They want to handle the frustrations of learners whenever they occur rather than investing in long-term, high-quality digital services.

This method may be acceptable for institutions with cash flow problems. In the end, this approach is probably naive and could cause student and business discontent.

It is evident the gap between these two approaches in the submissions from every higher education institution for the Federal government consultations regarding the fresh plan for global education. The views of the providers do not reflect the nature of institution, regardless of whether it is high-ranked or not, urban or rural. The discussion we have provided above is based upon our in-depth analysis of the submissions.