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.
Lévy et al. (Wed,) studied this question.