A couple of decades ago, online learning wasn’t something that anyone would have thought about. Personally, the thought of completing a course from the comfort of my own home seemed about as likely as everyone owning a personal jetpack by 2020. Fast forward, a couple of decades later, the landscape of higher education in Australia and elsewhere in the world has undergone a seismic shift. The rise of online education has become a dominant force reshaping how we think about learning, accessibility, and the very nature of the university experience.
While the shift in online education had been slowly building for years, the COVID-19 pandemic blew up the doors wide open. Literally overnight, institutions across Australia and other developed nations were forced to pivot remote learning. Both students and lecturers and students found themselves navigating an unfamiliar digital territory, trading lecture halls for zoom rooms and in-person discussions for online forums.
With the threat of pandemic drastically reducing, we started gradually returning to some semblance of ‘normal’, but with it, a surprising new trend has emerged. Numerous learning institutions and students have realized the benefits of remote learning extend far beyond crisis management. In a recent study, the Tertiary Education Quality and Standards Agency established that an estimated 60% of Australia students now take at least one online course as part of their studies. This is a significant shift in how we approach higher education, and not just a lingering effect of the COVID-19 pandemic. Both students and academic institutions have realized the convenience and numerous benefits that come with online education.
Being able to attend lectures at the comfort of one’s own home, or even car, is definitely one of the perks that come with online learning. I’ve personally been enjoying this during since I’m pursuing a postgrad studies. However, the increased popularity of online learning goes far deeper than the simple convenience associated with it.
It is making people’s dreams come true, thanks to the flexibility associated with it, which is perhaps the biggest drawcard. For students juggling family responsibilities and work commitments, or both, the ability to structure learning around their existing schedules is practically a game-changer. Aspiring students no longer have to choose between maintaining their loved ones or caring for their loved ones and advancing their education.
Take my friend, Judy, for example. She happens to be a single mum living in Dubbo who has always dreamed of getting her teaching degree. A few years back, that would have meant either relocating her family, or spending hours commuting to the nearest university. Her job would also have been at stake. Now, thanks to online education, she is half-way through an online Bachelor of Education, fitting her studies around her kid’s schedules and her part-time job at the local library.
Judy’s story highlights another major advantage of online education, it’s potential to level the playing ground for both rural and regional students. For far too long, Australia’s vast geography has long posed significant challenges for people living outside of major metropolitan areas. However, online learning bridges that gap since it offers access to world-class education regardless of your geographic location. You just need access to a computer and the internet, and you’re good to go.
The Regional Universities Network has been at the forefront of championing this digital revolution. Their recent research suggests that online courses have led to our considerable rise in tertiary enrollment rates in regional areas, with flow-on benefits for local communities and economies.
Needless to say, the boom in online learning comes with its own unique challenges. As someone who’s gone back to school part-time while still working full-time, I can attest that managing the coursework while still having other commitments is not a walk in the park. It requires a particular level of self-discipline and time management.
Besides, the lack of face-to-face interaction can also be a stumbling block for some people. Impromptu discussions after class, or even quick chats with lecturers during office hours do not happen organically in the digital space. Besides, interacting with fellow students is not as organic as it usually is in physical classrooms. Nonetheless, this is something that most online course providers are trying to address, with some universities implementing virtual networking events and virtual social spaces in an attempt to foster a sense of community among online learners.
In the recent past, we’ve witnessed the emergence of a new industry: online course completion services, which could be seen as a response to the challenges associated with online learning. These companies offer assistance and support to students who are struggling to keep up with coursework, assignments, and deadlines, ranging from tutoring and editing, to more comprehensive support with the assignments, including writing essays on their behalf. You can literally pay someone to do an online course for you while you engage in other aspects of your life.
While they’re shrouded in controversy, some critics argue that such services provided a valuable lifeline for students at risk of dropping out because of overwhelming workloads, or difficulties adapting to the digital learning environment.
For instance, Tom, my colleague, who is a mature-age student trying to balance full-time work with an online MBA, shared his perspective: “The assignments were just too many to handle that I was seriously considering quitting. The only thing that got me on track was using an Australian online course completion service to help me structure my essays and manage my workload. It was not about cutting corners; it was about getting the support I needed to succeed in my studies.”
However, the scholarly world raises valid questions regarding academic integrity and the use of these services. The line between academic cheating and legitimate support can sometimes blur, thus leading to heated debates within academic circles. It is a complex issue without easy answers, and it requires a reflection on broader issues including accessibility, fairness, equity, and the purpose of higher education in the digital era. Nonetheless, it is important for students considering using course support services to go through their educational institution’s guidelines regarding the ethical use of such services.
So how can students make the most of online education while at the same time avoiding burnout and maintaining academic integrity? Here a few tips that can be helpful to students considering pursuing their courses online:
In summary, online learning comes with numerous benefits including convenience and flexibility. However, it has its own unique set of challenges. Online course completion services can assist students in addressing some of these challenges, but they come with some ethical concerns that students should be wary of. Nonetheless, aspiring and current students can implement some of the suggested strategies to make their online learning experience better and to enjoy the process.
Sandra holds a Ph.D. in English Literature from the University of Sydney and has over a decade of experience in academic writing and editing. Her expertise spans across humanities and social sciences, with a particular focus on critical analysis and research methodologies. Sandra's work has been published in several peer-reviewed journals, and she has co-authored two books on contemporary Australian literature.
