These slides introduce the readings and activities in the ‘Disciplinary Thinking’ resource, Student Experiences of E-learning – Readings. The resource consists of a collection of readings on student experiences of e-learning, together with questions intended to prompt reflection and discussion. The readings represent different ways of looking at the student experience and are labelled: Discipline and the e-learning experience ; Literacies and e-learning ; The net generation? and Conceptions and approaches . All of them are openly available, either in open access journals or elsewhere online. The slides would not be needed by an individual learner but might be useful if the readings were being introduced in a workshop. The quotations on this slide are from two books that influenced the choice of reading and are recommended further reading. Goodfellow and Lea (2007) look at the student experience and practices in terms of literacies. Reading 2 (Jones & Lea, 2008) is an example of this approach. Ellis and Goodyear (2010) view the student experience as part of an ecology; they do not separate “students” and “environment”, but view the university as a kind of eco system in which people are part of the environment. The book contains a review of data from a number of large surveys of student experiences. Reading 3 (Kennedy, 2008) is a report on such a survey in one institution. The other two readings: Reading 1 (Conole et al., 2008) c onsiders disciplinary differences in students’ digital practices. Reading 4 (Ellis et al., 2007) sits in the tradition in which student conceptions of and/or approaches to their learning are investigated in relation to the quality of their learning. The focus here is on students’ approaches to online and face-to-face discussion. Suggested questions are included in the resource but you may wish to substitute alternative questions to suit your context or area of interest. The resource ends with a suggestion for a short piece of writing which could perhaps contribute to a portfolio for assessment. The next four slides just show details of the readings with quotations from each of them.
Readings on Student Experiences of E-Learning
“E-learning needs to do “The focus of this literacies more than improving approach[…] is on the students’ access and learner background and prior experience control. It also needs to […] and familiarizing students improve the process and with the academic practices of outcomes of learning.” that subject area …” Student Experiences of E-learning “The only thing that Readings “… when associated with matters in education learning and assessment, is the quality of technologies are always what learners do” sites of textual practice”“It soon becomes clear that there is no homogenous Goodfellow, Robin and Lea, Mary (2007). ‘net generation’. Universities and teachers should Challenging E-Learning in the University: a not let themselves be conned by pundits into Literacies Perspective. Maidenhead & New York: McGraw Hill, Society for Research into believing that the incoming ‘digital natives’ know Higher Education, Open University Press. what they need or that their needs are uniform or radically different from anything we have seen Ellis, R.A. and Goodyear, P. (2010) Student before.” experiences of e-learning in higher education: the ecology of sustainable innovation. London: RoutledgeFalmer
“Disciplines, by their nature, privilege some skills and ways of “The level at which knowing over others ….. Use of different subject subject-specific resources and web disciplines and their sites is evident across all the tutors recommended disciplines, but their use of tools using the web for varies and can be related to the research varied greatly” nature of the subject discipline”“I search for what I need using Search Engines Reading 1: Discipline and the e- and Wikipedia, and build up a list of things learning experience that I need. I reference those through to Conole, G., de Laat, M., Dillon, T., and Word, and send the file to my peers through Darby, J. (2008) ‘Disruptive technologies’, IM, where I get feedback and additional info. ‘pedagogical innovation’: What’s new? on what’s going on and how the things I’m Findings from an in-depth study of students’ use and perception of researching relate to the current area of Technology. Computers & Education, study” Volume 50, Issue 2, February 2008, pp.511–524
“Participants in the study were found to “…exploring the practices interact with multiple of writing and reading and and hybrid digital texts the production and within and across both negotiation of digital texts curricular and digital that are involved in the day spheres” to day business of being a student ..”“Their communication can be as informal as Reading 2: Literacies and e-the Instant Messenger communication learningsuggests but the group reports they producehave to comply with institutional and Jones, S. and Lea, M. R. (2008) “Digital Literacies in the Lives ofdisciplinary conventions, engaging in a range Undergraduate Students: Exploringof practices common to the production of Personal and Curricular Spheres ofacademic texts” Practice.” The Electronic Journal of e-Learning Volume 6 Issue 3 2008, pp. 207 - 216
“An important consideration in this “… for a number of discussion is student activities, the proportion equity.” of students who have never used a particular technology-based tool outstripped those who had.”“It is increasingly recognised that while themajority of incoming university studentspossess a core set of technology based skills,beyond those a diverse range of skills existacross the student population [….] Moreover, Reading 3: The net generation?it is recognised that core technology based Kennedy, G.E., Judd, T.S.,skills do not necessarily translate into Churchward, A., Gray, K., Krause, K.sophisticated skills with other technologies or (2008) First year students’ experiences with technology: Are theygeneral information literacy.” really digital natives? Australasian Journal of Educational Technology 2008, 24(1), pp. 108-122 4
“…the growth of […] ‘blended “…students can learn learning’ in higher education has through reflecting deeply resulted in a need to devise new on the online submissions ways of measuring and made by others if they investigating qualitatively understand the purpose of different learning experiences of the activity and approach students when they are it in useful ways.” expected to follow a learning activity across different learning contexts.”“Without understanding why they arediscussing, and how to approach the Reading 4: Conceptions and approachesdiscussions appropriately, in both face-to-face and on-line contexts, students find it ELLIS, R., GOODYEAR, P., O’HARA,difficult to see the connections between the A., PROSSER, M. (2007) The university student experience of face-to-face anddiscussions in class and online and what they online discussions: coherence, reflectionare supposed to be learning.” and meaning. Research in Learning Technology, North America, 15, mar. 2007 5
Learning Resource MetadataField/Element Value:Title Student Experiences of E-learning - ReadingsDescription Slides that could be used to introduce the four readingsTheme Student Experiences of E-learningSubject HE - EducationAuthor Jane Hughes & Colleen McKenna: HEDERA, 2012Owner The University of BathAudience Educational developers in accredited programmes & courses in higher education.Issue Date 20/04/2012Last updated Date 28/07/2012Version Final – v1PSF Mapping A2, A4, K4License Creative Commons Attribution-ShareAlike 2.0 UK: England & Wales License. ukoer, education, discthink, disciplinary thinking, hedera, university of bath, e-Keywords learning, learning technologies, student experience, TEL, technology-enhanced learning, e-learning practices, digital literacies 6