Designed for Learning
Online Learning and the Changing Role of the Teacher in a 21st Century Learning System
Bibliographic Data
| ID | 22006255 |
|---|---|
| Authors | Roger Levy (0000-0002-4493-8864, University of Hertfordshire), Eddie Blass (0000-0002-6789-9693, University of Hertfordshire, corresponding author) |
| Year | 2026 |
| Volume | 16 |
| Issue | 2 |
| Publication date | 2026-04-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | SAGE Open (JOURNAL) |
| Journal identifiers | ISSN: 2158-2440 • E-ISSN: 2158-2440 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/21582440261443148 |
| OpenAlex | W7162940469 |
| Language | EN |
| References cited | 41 |
This paper evaluates a learning intervention that was designed, developed and delivered in South Australia to high school students who, for whatever reason, had disengaged from mainstream school. The intervention was designed pre-covid, as a response to the 2015 statistic that 25% of Australian students are dropping out of high school without completing their education. The intervention is a fully online learning experience, combining a digital learning platform with facilitation by teachers, which allows students to complete their high school certificate through an alternative means to attending mainstream school. The intervention has its own pedagogical approach, its own bespoke technology platform, a lightly gamified user experience, and supports a self-paced, negotiated approach to achieve a standardised high school certificate outcome, allowing students to progress to University, work or other outcomes. This study was undertaken to evaluate the student experience of a programme which has achieved 95% retention and completion rates over 5 years of operation, with students who would otherwise not be in school or education. The evaluation took the form of a survey of all students who had engaged in the programme during its first 5 years of operation. The paper offers insights into how and why digital personalised learning (DPL) can work, but also highlights the ongoing role of the teacher in achieving successful education outcomes, positing that while DPL and online learning may change the means by which a teacher fulfils their role, their role as a teacher remains pivotal to student learning in the 21st century
Bespoke · Blended Learning · Certificate · Digital Learning · Educational technology · Mainstream · Online learning · Educational Games and Gamification · Educational Leadership and Innovation · Educational Theory and Curriculum Studies
Self-Efficacy Beliefs as Shapers of Children's Aspirations and Career Trajectories
A Systematic Review of Research on Personalized Learning
High school students’ experience of online learning during Covid-19
Capability and Well‐Being
A Brief Tutorial on the Development of Measures for Use in Survey Questionnaires
When no one can go to school
Students’ interests for personalized learning
State of the art and practice in AI in education
Implementation of technology-supported personalized learning—its impact on instructional quality
The effectiveness of technology‐supported personalised learning in low‐ and middle‐income countries
An overview of 25 years of research on digital personalised learning in primary and secondary education
Technology‐mediated personalised learning for younger learners
Internet, Phone, Mail, and Mixed‐Mode Surveys
Web Versus Other Survey Modes
What Contributes to the Development and Maintenance of School Refusal in Chinese Adolescents
Effect of teacher–student relationships on the online learning motivation of secondary school students
Trust Between Teacher and Student in Academic Education at School
Rethinking political socialization in schools
Exploring how and why a sports-based multi-component intervention works for disengaged students
Online University Teaching During and After the Covid-19 Crisis
Mapping research in student engagement and educational technology in higher education
Being learner centred
Construct validity in psychological tests
Test Validity
| Highly cited | No |
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