The Learner Experiences of e-Learning The JISC e-Learning and Pedagogy Programme

The programme aims To promote effective e-learning which is : ‘ pedagogically sound, learner-focused and accessible’ JISC (2004) E-learning and pedagogy – background information

To promote effective e-learning which is :

‘ pedagogically sound,

learner-focused and accessible’

JISC (2004) E-learning and pedagogy – background information

Programme timeline

Scoping study – March- May 2005 The Scoping study was a background survey of existing research ( Sharpe et al 2006 ) It found that: the learner perspective on e-learning was largely overlooked much of the existing literature is teacher focused and focused on evaluations of specific courses and/or technologies It made recommendations for the research questions and methodology to be undertaken by subsequent projects.

The Scoping study was a background survey of existing research ( Sharpe et al 2006 )

It found that:

the learner perspective on e-learning was largely overlooked

much of the existing literature is teacher focused and focused on evaluations of specific courses and/or technologies

It made recommendations for the research questions and methodology to be undertaken by subsequent projects.

Learner Experience of e-Learning - Phase 1 (September 2005 – Autumn 2006) Two large studies ( Creanor et al 2006 , Conole et al 2006 ) plus the Support and Synthesis project ( Sharpe et al ): LEX The aim of the study was to investigate learners’ current experiences and expectations of e-learning across the broad range of further, higher, adult, community and work-based learning. Learner XP This study explored how learners' experiences with e-learning differ in different learning and teaching contexts, working in collaboration with 4 HEA subject centres.

Two large studies ( Creanor et al 2006 , Conole et al 2006 ) plus the Support and Synthesis project ( Sharpe et al ):

LEX

The aim of the study was to investigate learners’ current experiences and expectations of e-learning across the broad range of further, higher, adult, community and work-based learning.

Learner XP

This study explored how learners' experiences with e-learning differ in different learning and teaching contexts, working in collaboration with 4 HEA subject centres.

Designing for the learners of the future How are learners changing? How is learning changing? What choices do learners have over the way learning is organised, blended, supported, mediated, assessed? What choices do they want and what choices do they need?

How are learners changing?

How is learning changing?

What choices do learners have over the way learning is organised, blended, supported, mediated, assessed?

What choices do they want and what choices do they need?

“ There is a mismatch between an institution’s perception of the use of technology by learners and the actual use.” (Grainne Conole, 5/6/06) “ Analogue institutions in a digital world " Chris Yapp, Head of Public Sector Innovation, Microsoft, 5/6/06) “ There is an underworld of texting and messaging .” (Creanor, et al in LEX report ) 3 Interesting points…

“ There is a mismatch between an institution’s perception of the use of technology by learners and the actual use.” (Grainne Conole, 5/6/06)

“ Analogue institutions in a digital world " Chris Yapp, Head of Public Sector Innovation, Microsoft, 5/6/06)

“ There is an underworld of texting and messaging .” (Creanor, et al in LEX report )

Learners in the studies said… “ To me it’s just learning, the fact it’s online as apposed to in a classroom is irrelevant, it’s just another way of accessing it... it strikes me as quite old fashioned and quite quaint, but talking to other people they're like 'oh wow! Its online! It’s e-learning!' and I think it depends on where you're coming from what it means to you, but for me I just think of it as learning and I don't use the term.” (Adult online learner from LEX study) “ I'm addicted, it's the first thing I turn on in the morning before I even wake up and actually it's very, very bad. I think in the future people can't cope without their laptops. My main use … My Space and Messenger and e-mail … information gathering … current affairs, news. I have alerts coming into me so I get information and then I use search engines for academic purposes.” (Undergraduate Business student LEX study) The first thing I do when given any piece of work is type it into a search engine! This gives me the opportunity to see how different people interpret the title. From there I can focus on one main idea and use the electronic resources to support my initial findings or indeed rule them out. (University student from LXP study)

“ To me it’s just learning, the fact it’s online as apposed to in a classroom is irrelevant, it’s just another way of accessing it... it strikes me as quite old fashioned and quite quaint, but talking to other people they're like 'oh wow! Its online! It’s e-learning!' and I think it depends on where you're coming from what it means to you, but for me I just think of it as learning and I don't use the term.”

(Adult online learner from LEX study)

“ I'm addicted, it's the first thing I turn on in the morning before I even wake up and actually it's very, very bad. I think in the future people can't cope without their laptops. My main use … My Space and Messenger and e-mail … information gathering … current affairs, news. I have alerts coming into me so I get information and then I use search engines for academic purposes.”

(Undergraduate Business student LEX study)

The first thing I do when given any piece of work is type it into a search engine! This gives me the opportunity to see how different people interpret the title. From there I can focus on one main idea and use the electronic resources to support my initial findings or indeed rule them out.

(University student from LXP study)

What is in ‘In Their Own Words’? All resources can be uploaded to a learning platform Video case studies Practitioners Staff development IT Managers Supporting access to technology in an institution Institutions and Managers Planning and debating e-learning policy and provision An understanding of the views learners hold about ‘e-learning’

All resources can be uploaded to a learning platform

Video case studies

Practitioners

Staff development

IT Managers

Supporting access to technology in an institution

Institutions and Managers

Planning and debating e-learning policy and provision

Increasing learner autonomy

What did we find out from the Phase 1 studies? Learners use: the Internet as the first port of call for information communication technologies that are also often outside institutional control (mobile phones, Skype, chat): there is an ‘underworld’ of social networking in support of learning Learners: have high expectations of institutional technologies with regards to access, communication, consistency and functionality expect to be able to personalise institutional technologies and to use personal technologies in that environment take a holistic view of e-learning: they see technologies as part of their learning and lives

Learners use:

the Internet as the first port of call for information

communication technologies that are also often outside institutional control (mobile phones, Skype, chat): there is an ‘underworld’ of social networking in support of learning

Learners:

have high expectations of institutional technologies with regards to access, communication, consistency and functionality

expect to be able to personalise institutional technologies and to use personal technologies in that environment

take a holistic view of e-learning: they see technologies as part of their learning and lives

What did we find out from Phase 1? Learners (of course): display enormous differences in past educational experiences, expectations, needs, and motivations, and in use of technologies have emotional reactions to many issues around learning have concerns about the perceived cost and convenience of technologies and time management

Learners (of course):

display enormous differences in past educational experiences, expectations, needs, and motivations, and in use of technologies

have emotional reactions to many issues around learning

have concerns about the perceived cost and convenience of technologies and time management

Learner Experiences of e-Learning - Phase 2 ( March 2007-March 2009) How do specific groups of students experience technology? For example, accessibility issues for disabled students, refugees, international students, work based learners, etc What is the experience of the highly skilled online communicators and networkers? How do learners experience change through their ‘learner journey’, especially at points of transition (e.g. induction)? What are the critical choices that learners make? For example, where and how to study? How do learners make use of the technology in ways that are unexpected or unsupported by their institutions? Personalisation and adaptation - How are learners personalising and adapting their tools and environments? How do students conceive of the role of technology in their learning? What is the impact of institutional strategies and course level practices?

How do specific groups of students experience technology?

For example, accessibility issues for disabled students,

refugees, international students, work based learners, etc

What is the experience of the highly skilled online communicators and networkers?

How do learners experience change through their ‘learner journey’, especially at points of transition (e.g. induction)?

What are the critical choices that learners make?

For example, where and how to study?

How do learners make use of the technology in ways that are unexpected or unsupported by their institutions?

Personalisation and adaptation - How are learners personalising and adapting their tools and environments?

How do students conceive of the role of technology in their learning?

What is the impact of institutional strategies and course level practices?

Phase 2 Projects LEaD University of Edinburgh Learner Experiences across the Disciplines BLUPs Warwick and Northumbria Students' Blending Learning User Patterns PB-LXP The Open University Learners’ experiences of blended learning environments in a practice-based context LExDis University of Southampton Disabled Learners’ Experiences of e-learning THEMA Oxford University Exploring the experiences of Master’s students in technology rich environments STROLL Hertfordshire and Hertford Regional College Student Reflections on Lifelong e-Learning E4L University of Northampton, Northampton College, Norths Adult and Community Learning e-Learning for Learners

LEaD University of Edinburgh Learner Experiences across the Disciplines

BLUPs Warwick and Northumbria Students' Blending Learning User Patterns

PB-LXP The Open University Learners’ experiences of blended learning environments in a practice-based context

LExDis University of Southampton Disabled Learners’ Experiences of e-learning

Key outcomes from Phase 2 Guidelines for practitioners, institutions and learners Research papers and publications Case studies Surveys and profiles Recommendations for the JISC and other high-level policy makers

Guidelines for practitioners, institutions and learners

Research papers and publications

Case studies

Surveys and profiles

Recommendations for the JISC and other high-level policy makers

For more information Go to the JISC website for links to all the projects in the programme and to download a copy of ‘In Their Own Words’. Contact Sarah Knight, Programme Manager, e-Learning – [email_address] Contact Ellen Lessner, Project Manager, Support and Synthesis Project- [email_address]

Go to the JISC website for links to all the projects in the programme and to download a copy of ‘In Their Own Words’.

Contact Sarah Knight, Programme Manager, e-Learning – [email_address]

Contact Ellen Lessner, Project Manager, Support and Synthesis Project- [email_address]