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The Growth of Higher Education eLearning Platforms in Australia in 2033

Updated: Feb 20, 2023




Online educational platforms are not a new concept, and even before the 2020 pandemic, there were discussions that the online education market was expected to grow to $325 billion by the mid-2020s (Beladiva, 2022). The 2020 pandemic sped along this process for the educational sector, as educational institutions had no choice but to close (Maslen, 2020). The closure of educational institutions around Australia and the world saw a disruption in education, especially for higher education institutions. Some if not all had no choice but to shift their facilities entirely online (Johnston, 2020; Sushama et al., 2022) with the help of online educational platforms.


In the decade following the pandemic, to ensure the survival of higher educational institutions and educators, this transition to a more eLearning platform technology framework, also known as the ‘Platform economy’ has been beneficial. Due to educators using the technology framework of these platforms known as Learning Management Systems (LMS) to deliver the information of their curriculums online. Making this new way of learning more attractive to those who are learning or want to continue to increase their knowledge due to the flexibility of use and time of eLearning (Venter, 2020). Thus, completely transforming the higher education system not just here in Australia but the rest of the world as it has witnessed rapid growth due to the popularity of eLearning platforms (Dufva et al., 2017).


However, the continued growth of these platforms over the last few years, in the higher education sector has left these institutions and the educators who work for them struggling to keep up thus according to a 2022 analysis conducted by researcher Margarida Lucas and assistant professor Paulo Nuno Vicente. Who points out that teacher-student social interaction, as well as technological constraints, are behind the issues educators of higher education institutions have faced due to the ongoing demands (Lucas & Nuno Vicente, 2022) and growth in the popularity of eLearning platforms. Those reasons among others having to do with course/institutional factors have unfortunately been some of the reasons why some students have dropped out of their studies using higher education eLearning platforms (Greenland & Moore, 2021). To combat these issues and ensure the survival of implementing an eLearning platform technology framework, higher education institutions in more recent times have had no choice but to be innovative and adopt what is known as ‘platform thinking strategies’ (Dufya et al., 2017).


To ensure their survival and improve students’ experiences while using these eLearning platforms to complete their studies, higher education institutions have been adapting to newer technological innovations. Such as implanting Artificial Intelligence (AI) tools which are transforming this current state of education that we are living in (The Insight Partners, 2023), in 2033. While LMS’ are still key tools in helping higher education institutions deliver their curriculum (Sankey, 2022) using eLearning platforms the introduction of AI tools and algorithms to online education institutions has been valuable. As AI tools and algorithms have been able to help higher education eLearning platforms scale up and continue to grow due to these tools improving the issues higher education eLearning platforms were facing a decade ago (SHIFT elearning, 2023). As well as help limit enrolment pressures (Bamforth, 2021) caused by higher education eLearning platforms becoming an even more common and popular way to continue study (Kohler, 2018; Dufva, 2017; Kuleto et al., 2021).


While only being implemented for a short time, recent research has shown that AI tools and algorithms are creating numerous benefits and opportunities for higher education institutions that use eLearning platforms (Kuleto et al., 2021) as well as their educators and their students. Due to the technology being able to perform mundane and repetitive tasks normally completed by humans higher education educators have been able to free up their time and make their lives easier (Wang, 2023). By freeing up higher educators’ time it has led to more traditional forms of learning that are commonly seen in face-to-face education environments, such as learner-instructor interaction (Seo et al., 2021). Leading to a more personalised, collaborative, active, and authentic learning experience for the students using these higher education eLearning platforms. That according to past studies, many higher education institutions believe is key to boosting effective learning and student success (Sankey, 2022). As students are more likely to engage in the learning process through positive human interaction as it gives them the motivation, hope and self-efficacy they need to complete their studies on these eLearning platforms. However, other AI-driven tools that have come into existence over the last decade such as the AI Chatbot ChatGPT (Chat Generative Pre-trained Transformer) have threatened the personalised learning experience for higher education students. Due to its ability to help higher education students write essays it has developed a reputation as a ‘cheating machine’ in academic circles as it goes against academic integrity (Baron Eagor, 2023).


To combat the challenges faced by these AI Chatbots that threaten a student’s personalised learning experience due to their work being seen as plagiarism higher education institutions have had to adapt quickly and think of ways to outweigh the new technology. While most online higher education eLearning platforms around Australia have banned the AI chatbot technology altogether (Mansfield, 2023) others have opted to implement AI technology onto their higher education eLearning platforms. That work in a similar way to Australia’s top anti-cheat software Turnitin (Saunokonoko, 2023) such as our very own Xcel Learning which uses AI technology to help recognise plagiarism when a student submits an assignment. Our technology will give students a more personal experience that makes them seem honest and trustworthy in this new era of AI Chatbots that could cause higher education students to cause plagiarism, even when they didn’t mean to. The AI technology we use collects and analysis the metadata attached to each individual student’s assignment and provides feedback to the student correcting them on any plagiarism they may have caused. By correcting the students on their plagiarism mistakes offers them a more personalised learning experience (Lynch, 2022) and makes them seem honest and trustworthy to future employers.



References:


Bamforth, E. (2021, May 26). Ai is growing in higher education, but it isn’t automating everything. EdScoop. https://edscoop.com/ai-universities-automation/




Bron Eager. (2023). Ai-generated essays: Are students cheating or just staying ahead of the game? https://broneager.com/academic-integrity-ai#:~:text=New%20approaches%20may%20be%20required,detectors%20are%20not%20100%25%20accurate


Dufva, M., Koivisto, R., Ilmola-Sheppard, L., & Junno, S. (2017). Anticipating alternative futures for the platform economy. Technology Innovation Management Review, 7(9), 6-16. https://www.proquest.com/scholarly-journals/anticipating-alternative-futures-platform-economy/docview/1963138199/se-2


Greenland, S. J. & Moore, C. (2021). Large qualitative sample and thematic analysis to redefine student dropout and retention strategy in open online education. British Journal of Educational Technology, 53(3), 647-667. https://doi.org/10.1111/bjet.13173


Johnston, M. (2020, March 20). Online mass exodus: How Australian unis are coping with COVID-19. Itnews. https://www.itnews.com.au/news/online-mass-exodus-how-australian-unis-are-coping-with-covid-19-539630


Kohler, T. (2018). How to scale crowdsourcing platforms. California Management Review, 60(2), 98–121. https://doi.org/10.1177/0008125617738261


Kuleto V, Ilić M, Dumangiu M, Ranković M, Martins OMD, Păun D, Mihoreanu L. Exploring opportunities and challenges of artificial intelligence and machine learning in higher education institutions. Sustainability, 13(18), 1-16. https://doi.org/10.3390/su131810424


Lucas, M., Vicente, P.N. A double-edged sword: Teachers’ perceptions of the benefits and challenges of online teaching and learning in higher education. Education and Information Technology. 1-21. https://doi.org/10.1007/s10639-022-11363-3



Mansfield, A. (2023) ChatGPT: The ai tech that’s revolutionising teaching. University of South Australia. https://www.unisa.edu.au/unisanews/2023/february/story8/


Maslen, G. (2020, August 13). Coronavirus: Impacts of school and university lockdowns. University World News. https://www.universityworldnews.com/post.php?story=2020081313184272


The Insight Partners. (2023). E-learning market size report (465.47 Billion by 2028) is driven by growing higher education sector – Comprehensive analysis by The Insight Partners. Global News Wire. https://www.globenewswire.com/news-release/2023/01/30/2597591/0/en/E-learning-Market-Size-Report-465-47-Billion-by-2028-is-Driven-by-Growing-Higher-Education-Sector-Comprehensive-Analysis-by-The-Insight-Partners.html

Sushama, C., Arulprakash, P., Kumar, M. S., Ganesh, D., & Sujatha, K. (2022). The future of education: Artificial intelligence based remote learning. International Journal of Early Childhood, 14(3), 3827-3831. https://www.researchgate.net/profile/M-Kumar-28/publication/360423234_The_Future_of_Education_Artificial_Intelligence_based_Remote_Learning/links/62752dc02f9ccf58eb32dd18/The-Future-of-Education-Artificial-Intelligence-based-Remote-Learning.pdf


Sankey, M. (2022). The state of Australasian online higher education post-pandemic and beyond. Journal of University Teaching and Learning Practice, 19(2), 12-26. https://ro.uow.edu.au/cgi/viewcontent.cgi?article=2816&context=jutlp


Saunokonoko, M. (2023, February 6). Ai battle lines: How Australia’s top anti-cheat software company is prepping for ChatGPT. Nine News. https://www.9news.com.au/national/chatgpt-turnitin-releasing-new-tech-to-catch-artificial-intelligence-essay-writing-cheats-at-australia-schools-universities/b899a47f-81ea-4368-afbe-3e20cabe215f


Seo, K., Tang, J., Roll, I., Fels, S., Yoon, D. (2021). The impact of artificial intelligence on learner–instructor interaction in online learning. International Journal of Education Technology in Higher Education, 18(54), 1-23. https://doi.org/10.1186/s41239-021-00292-9


SHIFT elearning. (n.d.). How artificial intelligence is transforming the elearning industry. https://www.shiftelearning.com/blog/artificial-intelligence-elearning


Venter, T. (2020). The benefits of studying online. Insider Guides. https://insiderguides.com.au/learning-online-advantages/


Wang, J. (2023, February 1). How ai will make university teachers lives easier. Times Higher Education. https://www.timeshighereducation.com/campus/how-ai-will-make-university-teachers-lives-easier

 
 
 

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