Transferable skills which are developed from online learning can often have a greater impact than the actual course that the student is learning. Let us look at an example of the theory criteria for an adult social care course being delivered within an online platform. We have often found the typical student that enrols on such courses are often doing so because their personal skills are practical and care driven and not always technical. However, the transformation of confidence in digital skills from beginning to end can be great for an industry which has been typically paper-based; however, this industry is slowly being digitalised and heading towards more tech solutions to support even those care workers who could be updating their person-centred care plans on tablets shortly, if not, already.
Delivering a course online is not always an easy goal to achieve; this way of delivery is not always practical for students with limited exposure to hardware and, who come from single device households with limited internet capabilities. A hybrid approach of focusing on pre-made, bitesize content and assessment 24/7 while having access to a number or chat for a tutor is the best delivery method. Initially, tutors supporting a student on the course can often find enquires from learners being both content and technical, with more focus on the content as the student gets more confident. A course such as adult social care allows us to deliver units that a learner is more familiar with at the beginning, allowing them not to feel overwhelmed with the new digital skills and new content; such modules could include safeguarding and equality.
The embedding of digital skills in such an online course can include securely locking folders with service user information through to adding attachments and improving typing skills. The larger transferable skills allow problem-solving, working remotely on IT skills, communication and presentation skills to form.