Learners Experiences of eLearning Rhona Sharpe Oxford Brookes
Learners Experiences of e-Learning Rhona Sharpe, Oxford Brookes University Ellen Lessner, Abingdon & Witney College Greg Benfield, Oxford Brookes University Eta De. Cicco, NIACE Helen Beetham, Independent Consultant mw. brookes. ac. uk/display/JISCle 2 Joint Information Systems Committee
Aspirations of the Learner Experience strand n Our original aims – Investigate how learners experience and participate in learning in technology rich in environments – Make recommendations based on our findings – Develop methodologies for eliciting the learner experience, promoting learner centred evaluations Joint Information Systems Committee
LEX Methodology report, Mayes (2006) “the mainstream approach…. Largely neglects a genuinely learner centred perspective: that students experience formal learning in emotional terms, that their motivation to learn is only understandable by looking at their lives holistically, and that technology is embedded in their social experience. ” Joint Information Systems Committee
Research questions n How do specific groups of students experience learning with technology? n What is the experience of skilled online communicators and networkers? n How can learners' skills be developed and exploited more effectively? n How do learners' experiences change through their learning journey? n What are the critical choices that learners make about when, where and how to study and how do these influence their experience of e-learning? n How do learners make use of technology for learning in ways that are not expected or supported by their institution? n How are learners personalising and adapting tools and environments? n How do students conceive of the role of technology in their learning? n What is the impact of institutional strategies and course level practices? Joint Information Systems Committee
Phase 2 Projects LEa. D University of Edinburgh Learner Experiences across the Disciplines THEMA Oxford University Exploring the experiences of Master’s students in technology rich environments BLUPs Warwick and Northumbria Students' Blending Learning User Patterns STROLL Hertfordshire and Hertford Regional College Student Reflections on Lifelong e. Learning PB-LXP The Open University Learners’ experiences of blended learning environments in a practice-based context E 4 L University of Northampton, Northampton College, Norths Adult and Community Learning e -Learning for Learners LEx. Dis University of Southampton Disabled Learners’ Experiences of e-learning Joint Information Systems Committee
2008 projects timeline FEB MAR APR MAY Lead In VCS PB-LXP DA DC Blups Thema JUN JUL AUG DA SEP OCT Last DC A Su CS STROLL JAN 09 A A CS End CS A e 4 L Lex. Dis DEC End Study SU NOV IN DC DA DC Joint Information Systems Committee A A A DC End A
Recommendations for learner experience research n Longitudinal studies n Investigate actual use n Purposive sampling of learners n Data collection techniques which use guided recall or at-the-time techniques to obtain rich data n Research designs which use a variety of datacollection techniques n Research which conforms to good, explicit ethical principles Joint Information Systems Committee
Methods for collecting data n Initial profile: All n Surveys: Lead, Thema, PB-LXP n Interviews (plus): PB-LXP, Lex. Dis, E 4 L n Focus groups: Lead, E 4 L n (Video) diaries: Lead, STROLL n Audio logs: E 4 L, PB-LXP n ‘Penpals’: Thema Joint Information Systems Committee
STROLL Joint Information Systems Committee
Issues in data collection n Sampling n Elicitation techniques n Participatory methods n Ethical considerations n Recruitment and retention of participants Joint Information Systems Committee
Joint Information Systems Committee
elesig. ning. com Joint Information Systems Committee
ELESIG Joint Information Systems Committee
Elicitation e. g. E 4 L project’s product card sort The names of technologies used in their learning are put on individual cards. Learners sort through and choose the ones they use. Then learners sort the cards in order of usefulness These are discussed with the interviewer. Joint Information Systems Committee
Elicitation e. g. STROLL project’s diary prompts Day 1: technology you enjoy Day 2: difficulties with technology Day 3: social networks Day 4: staff improving learning Day 5: inspiring learning? Your task: Write a set of 5 prompts for the next data collection round Joint Information Systems Committee
Card Sort Activity Joint Information Systems Committee
Themes n Access n Preferences, choices, patterns of use n Change and transition n Personalisation n Specific learners & contexts n Beliefs and expectations n Institutional level practices n Effective e-learners n Course level practices n Social software Joint Information Systems Committee
Expected outputs n Methodology wiki mw. brookes. ac. uk/display/JISCle 2 n Collections of videos n Case studies of individual learners n ‘Day in the life of’ narratives n Database of strategies used by learners n Analysis of survey data n Recommendations for managers n Dissemination workshops from November 2008 Joint Information Systems Committee
Part 2: findings and their implications Joint Information Systems Committee
Themes n Access n Preferences, choices, patterns of use n Change and transition n Personalisation n Specific learners & contexts n Beliefs and expectations n Institutional level practices n Effective e-learners n Course level practices n Social software Joint Information Systems Committee
Great Expectations of ICT n From thema, jisc/mori/lead Joint Information Systems Committee
Social software n 86% use social networking sites (Lead) How are they using it? 1. Chat room/ forum for discussion 2. Transferring of existing groups into Facebook 3. Specific groups to talk about courses - led by enthusiastic students But, extreme views from Thema & PB-LXP Joint Information Systems Committee
Change and transition - from STROLL n "I wouldn't say it's changed as much as I have developed using it. . . I am becoming more dependent on it I suppose and I'm using it more. " n "Over the last year I spent more and more time looking for journals and reading articles which are online and finding websites pertinent to my study rather than relying on reading written literature. " Joint Information Systems Committee
Effective e-learners “effective learners tend to be skilled networkers and often use the technology to pull in support when needed. . [and have] the capacity to network with others through a variety of communication channels and networking. ” (Creanor et al, 2006, LEX Study Final Report) n Effective communicators (e 4 L) n Agile technology users (Lex. Dis) Joint Information Systems Committee
What are the strategies, beliefs & intentions of learners who are effective? n Use much of what they know and have to hand (e. g. mobile phones, ipods) n Use their knowledge and networks to enhance their environment. n Multi tasking (music / chat / MSN / Skype / Email / Multiple work windows) n Setting up alternative forums n Exploring less well known software to help them Joint Information Systems Committee
Preliminary, tentative findings n Many arriving students are relatively conservative in their approach to study, preferring to work at home or in the library and to use books and lecture notes as the primary resource, supplemented by online sources “on demand”. (LEAD) n Many students, but by no means all, make extensive use of social networking sites for recreational use. However, there appears to be a clear separation between online learning and online social activities. (LEAD, e 4 L and STROLL) Joint Information Systems Committee
Preliminary, tentative findings n Students report an increased use of technology as they mature in their studies and a broader use of available technology. They also have become more careful about their use of time as they have matured in the project (STROLL n LEXDIS suggests wide individual variety in personalisation of tools and in strategies for using tools. Joint Information Systems Committee
Proposed output types n Analysis of learner profile and survey data n Case studies: of learners and courses n Literature reviews n Guidelines n Methodological report & critique n Analysis of learner preferences, social software, effective learners n Others: videos & database of strategies Joint Information Systems Committee
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Learners’ expectations n efficient and flexible access to learning materials, experts and communities n to locate and download relevant resources for their study. n frequent and responsive communications in relation to their study. n personalisation and choice in where, when and how to study n to support study through informal learning and social networking Joint Information Systems Committee
What are the implications for you of. . ? n High levels of ownership of computers, esp. laptops in HE n Expectations about using personal devices on and off campus n Prior experience of learning socially & informally n The wide range of confidence and competence in using technology in learning n Predominance of use of online social networks by some groups of students Joint Information Systems Committee
Activity Joint Information Systems Committee
The role of learner experience research n Provides a window into the lived world of pervasive, personalised, mobile technology use. n Discovering the ways in which learners are creatively appropriating technologies to support their study n Developing research tools which will help us better understand the patterns and relationships between elements of this complex, multifaceted phenomenon. n Supporting the development of skills and strategies appropriate for learning in the digital age. Joint Information Systems Committee
What next? Joint Information Systems Committee
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