What will you learn from this resource? Definition of the key competences and the essential knowledge, skills and attitudes related to: ● Literacy competence; ● Multilingual competence; ● Mathematical competence and competence in science, technology, engineering; ● Digital competence; ● Personal, social and learning to learn competence; ● Citizenship competence; ● Entrepreneurship competence; ● Cultural awareness and expression competence. Sources & References The original text was found in: https://www.frontiersin.org/articles/10.3389/feduc.2017.00059/full Demand for flexible online offerings has continued to increase as prospective students seek to upskill, re-train, and undertake further study. Education institutions are moving to intensive modes of online study delivered in 6- to 8-week study periods which offer more frequent intake periods. Prior literature has established key success factors for non-intensive (12–13 weeks) online offerings; for teachers, skill development is critical to promote a flexible, responsive approach and maintain technological capabilities; for students, an ability to navigate the technology, interact with the learning environment in meaningful ways, and self-regulate learning is important, as the absence of physical infrastructure and opportunities for face-to-face interactions in online environments places a greater emphasis on alternate forms of communication and support. The current paper explores known best practice principles for online instructors, students, and student support and considers how these might apply to intensive online environments. It is suggested that the accelerated nature of learning in intensive settings may place additional demands on students, instructors, and support mechanisms. Further research is imperative to determine predictors of success in online intensive learning environments. The scope and availability of online offerings continues to expand globally. Demand for more intensive, short-term courses that provide opportunities for up-skilling has increased in the wake of massive open online courses (MOOCs), and this increased demand has in turn expanded the availability of online degree programs. As many as six million students in the USA were undertaking online education in 2015, with nearly five million of these students studying an undergraduate college (tertiary) qualification (Allen and Seaman, 2017). Similar trends have been noted in the Australian context. Recent scoping reports of the Australian Higher Education sector have highlighted continual, rapid growth in online enrollments, but also a degree of “blurring” of boundaries, due to the increased adoption of technologies to support the on-campus learning experience (Norton and Cherastidtham, 2014; Norton and Cakitaki, 2016). Changes to Australian funding policy have also enabled more public universities to invest in online offerings (Kemp and Norton, 2014), contributing to the continuing growth of this sector. 13
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