Working with student diversity in an online program

The case study described in this paper illustrates the importance of the role that informed learning design plays in the planning, development, and implementation of online programs when educating diverse student cohorts. Within the context of this paper student diversity refers to: personal and geographical demographics, work and life experiences and consequent skill bases. This diversity was prevalent in the open-access, online undergraduate Bachelor of Technology program and can be attributed to the different backgrounds of the students many of which enter the program via non-traditional pathways. A significant number of people working in the Information and Communication Technology (ICT) industry within Australia do not have higher education qualifications in the field; however for career advancement, they are seeking credentialing. Likewise, employers are pursuing professional development opportunities for their staff within their own ranks since higher education ICT programs Australia wide have failed to attract school leavers in recent years. In contrast, the Information Systems (IS) program discussed in this paper, has experienced exponential growth of over 80% since 2007 attracting large cohorts of mature-aged students studying while employed. These students enter the program with a variety of skills, experience and learning styles challenging the educators to establish strategies and adaptive learning designs to cater for this diversity. The paper discusses the practice-led design adopted for online learning and teaching with emphasis on working with student diversity.