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Global Demand for Borderless Online Degrees

Equalizer

Borderless online degrees can benefit developing nations struggling to educate skilled workers, and universities facing increasing operating costs, reduced, funding, and declining enrollment. This text describes new online global markets that can increase income, and offset declining enrollment due to the  COVID-19 pandemic. This text describes how to make online learning more scalable and profitable across time zones.

Asynchronous online learning increases accessibility, but at the cost of fewer graduates. This text introduces fusion learning, which offers the benefit of blended learning without the need to travel to campus classes. Fusion pedagogy can also strengthen language, social, and analytical skills. Active online learning also increases classmate interaction, which reduces student isolation. Students more involved in their learning are more successful and satisfied.

In 2010, I delivered the first online chemistry course to students in Fiji, the Solomon Islands, and Vanuatu. Many local educators were convinced that culturally diverse students with limited computer, English, and academic skills could not be successful in such a course. The results showed the opposite. Students successfully navigated the computers and website. Students reported that they were actually more comfortable interacting online because cultural issues about gender, ethnicity, and culture were less important when speaking online. Students found that what was said by peers was more important than who said it. An unexpected outcome was that students given the opportunity to get weekly mentoring in person or online reported that they preferred online mentors. A highlight of the course was an international online debate among students in the three countries.

Recent Publications

Hogan R. (2020). Global demand for borderless online degrees. IGI-Global. http://doi:10.4018/978-1-5225-8912-9

Orr, L., Weekley, L., Little, S., & Hogan, R. (2020). Online Strategies for Stimulating Learner Engagement. In D. Glick, A. Cohen, & C. Chang (Eds.), Early Warning Systems and Targeted Interventions for Student Success in Online Courses. (pp. 177-
198) http://doi:10.4018/978-1-7998-5074-8

Hogan, R. P., & Devi, M. (2019). A synchronous pedagogy to improve online student success. International Journal of Online Pedagogy and Course Design, 9(3), 61-77. doi: 10.4018/IJOPCD.201907015

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