The document discusses the future of digital education. It notes that flexibility, definition wars, and quality concerns are not new issues in digital education. It examines different modes of digital education delivery like online, hybrid, and blended and how the learner's location determines the naming. It also looks at quality assurance initiatives and gaps in digital education quality. Finally, it considers what the future may hold for digital education, including new quality guidelines and potential benchmarking groups.

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Prof. Mark Brown
2nd December 2022
Digital Education Ecology:
Possible | Probable | Preferred | Futures

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1. Flexibility is not new
2. Definition wars are not new
3. Quality concerns are not new
Three framing points…
Digital Education Ecology:
Possible | Probable | Preferred | Futures

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“Importantly, the learner’s
location is a key determinant in
naming the mode”
(Johnson, Seaman & Poulin, 2022, p. 106)
https://olj.onlinelearningconsortium.org/index.php/olj/article/view/3565
On-campus
Off-campus

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2002
US
2004
UK
2005
NZ

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Quality Assurance
Gap
Digital
Education

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1. EUA Digi-HE Project
2. OECD Digital HE Project
3. QQI Quality Guidelines Project
Three Quality Initiatives

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2022

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• Online education: teaching and learning predominantly
takes place off-campus, either synchronously or
asynchronously, or in combination.
• Hybrid education: teaching and learning involves a mix of
on-campus and off-campus study, with some synchronous
online delivery.
• Blended education: teaching and learning predominantly
takes place on-campus through face-to-face study with some
asynchronous delivery.

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Including Ireland

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Most
Common
Least
Common
(Brown, 2022)

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Closing the loop…

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Adapted from
EADTU 2020

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16. What else is missing?
(Brown, 2022)

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2018
Looking to the future…

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2018
1. New ENQA Guidelines

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2. Updated DCU QA templates

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3. Potential ECIU benchmarking group

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