Post on 28-Mar-2015
transcript
Joint Information Systems Committee 10/04/23 | | Slide 1
FindingsRhona Sharpe, Oxford Brookes University
Learners’ Experiences of e-Learning Workshops: November 2008 – March 2009Learners’ Experiences of e-Learning Workshops: November 2008 – March 2009 slide 13
How have we investigated e-learners?
Background survey of existing research Sharpe et al 2006– ‘Scarcity of studies on learner experience, often about very specific
and narrow aspects of learning (e.g. CMC), often discussing observable behaviours rather than intentions, beliefs, feelings’
Phase 1: two large-scale studies Creanor et al 2006, Conole et al 2006
Phase 2: seven focused studies to investigate specific issues plus support and synthesis (ongoing)
BLUPS | e4L | Lead | LexDis
PB-LXP | STROLL | Thema
Learners’ Experiences of e-Learning Workshops: November 2008 – March 2009 slide 3
… is pervasive in learners’ lives
Learners’ Experiences of e-Learning Workshops: November 2008 – March 2009
Key messages
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Learners’ Experiences of e-Learning Workshops: November 2008 – March 2009 10/04/23 | slide 5
Flexibility, reliability, convenience
Learners are living complex lives.
Learners are positive about VLEs where they provide easy access to everything they need
High expectations for robust, visible, ubiquitous services.
Time is a constraint, and a persistent worry for disabled learners
My favourite piece of technology is “my phone, because I record lectures ... I am more likely to watch what I have recorded than to log on the [VLE] and to go through the long procedure of finding something…” (E4L)
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Personal technology
There is high ownership and access to personal technology, but note institutional differences
Where access or ownership is lacking, students feel disadvantaged
Most students are not sure how to use personal technology to aid study,
“If we are required to be networked for a computer workshop, for example, there generally aren’t places you can plug in a laptop with assistive technology in. So, then you are reliant on whatever assistive technologies are available on the network.” (LexDis)
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Study habits and strategies
New learners are conservative in their study habits and approaches
Influenced initially by prior educational experience, and later by their tutors
Disabled learners are agile technology users who understand the affordances of technology
Learn skills from each other
“Well firstly if I want to look anything up… I will usually Google it... Then I would fire up MSN… Finally [the VLE] and all the resources the University makes available online.” (STROLL)
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Working with others
Extensive use of social networking sites – for recreational use
Extensive use of peers for support, especially technical support
Technologies used to support the process of groupwork
Social networking used where they have a cohort identity
“University e-mail I don’t really use for people at University, I usually use texting, Facebook or MSN. If they’re on-line, on MSN, I know hopefully they’ll respond straightaway. You can get an immediate response with phones and Messenger.” (E4L)
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Learner differences
There are many differences between learners; which may be due to prior experience, discipline, and context
Learners show evidence of maturing, in use of online resources, and organising themselves.
Some learners are more digital than others, and there is still a small minority who prefer not to engage with technology
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Access
Preferences, choices, patterns of use
Personalisation
Beliefs and expectations
Effective e-learners
Change and transition
Social software
Specific learners & contexts
Institutional level practices
Course level practices
Programme Themes
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1. Issues learners struggle with in transition
Little understanding of how they will be expected to study and learn – even after induction
Uncertainty and loss of familiar processes
Transfer of key processes from paper to computer
Wider variety of software, more choice, upgrading
Over-confidence in information skills
Disabled learners having to master assistive technologies
?clash of knowledge cultures (practice, authority, media)
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Ways in which learners mature in their studies
Increased use of technology and a broader range of uses
– Athens, online databases, journals, library system, podcasts…
Increased time spent online, especially on academic sites
Introduced to many subject-specific technologies
Learners’ Experiences of e-Learning Workshops: November 2008 – March 2009 slide 13
More ways in which learners mature in their studies
More careful and strategic over use of time
Improved research and investigation skills
Preferences change
– mobiles and laptops over desktops, USB sticks over discs, digital over paper-based media…
Use of personal and social technologies for learning
– e-portfolios, blogs, social bookmarking…
Learners’ Experiences of e-Learning Workshops: November 2008 – March 2009
Want to know more?
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