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Learners’ Technology Use in Further Education
Prof. Rhona Sharpe, OCSLD
Prof. Liz Browne, Education
Dr. Greg Benfield, OCS...
How did this research arise?
Invitation to Tender
http://digitalstudent.jiscinvolve.org.uk
Focus of today’s session
Learner profile
Card sort
LEARNERS IN 6 FE COLLEGES
MALE FEMALE TOTAL
BTEC Level 3 extended diploma ICT 26 3 29
Health and Social Care Level 3 3 31 ...
Conceptualizing differences in learners' experiences
of e-learning: a review of contextual models
Sharpe (2010)
Available ...
Six broad conceptions for learner difference
Sharpe (2010)
1. Experiences are determined by the changing role of
technolog...
Why do we need primary research?
• Find evidence with supports our experiences
• Or challenge our assumptions about learne...
What do YOU know about learners in FE?
What percentage
1. Own a) desktop b) laptop c) tablet d) smartphone?
2. Every day u...
LEARNER PROFILE
1.
a) 37% own a desktop computer
b) 83% own a laptop
c) 55% own a tablet
d) 93% own a smartphone
2.
a) 76%...
LEARNER PROFILE
1.
a) 37% own a desktop computer
b) 83% own a laptop
c) 55% own a tablet
d) 93% own a smartphone
2.
a) 76%...
0 10 20 30 40 50 60 70 80 90 100
Upload video/photo
Internet on smartphone
Video on demand
Watch video streamed
Messaging ...
Which do you use in your studies?
0 10 20 30 40 50 60 70 80 90 100
Simulations
Video conferencing
Discussion forum
e-portf...
Patterns of use
VARIABLES OF INTEREST
• A3. Age
• A4. Gender
• A5. College (course)
• B6. Ownership (desktop,
laptop, tabl...
What has relationships with personal & social uses of technology?
Significant Chi-squared tests
What has relationships with educational uses of technology?
Significant Chi-squared tests
What is associated with technology use?
FINDINGS
1. Ownership and use of technologies is high but not total
2. There are d...
Venkatesh (2003) User acceptance of IT, MIS Quarterly, 27(3)
Mediators Beliefs about..
Performance
expectancy
… the useful...
Venkatesh (2003) User acceptance of IT, MIS Quarterly, 27(3)
Mediators Beliefs about..
Performance
expectancy
Learners are...
Card sort activity
Instructions for card sort
• Take the cards out of the envelope and lay them on the table so
that all are visible.
• Put t...
LEARNER EXPECTATIONS
LITERATURE REVIEW
1. Learning to be enhanced by the
college’s use of technology e.g. VLE,
online subm...
FOCUS GROUP FINDINGS
LITERATURE REVIEW
1. Learning to be enhanced by the
college’s use of technology e.g. VLE,
online subm...
Why do we need primary research?
• Find evidence with supports our experiences
• Or challenge our assumptions about learne...
Find out more…
Digital Student #digitalstudent
Rhona Sharpe
rsharpe@brookes.ac.uk
Sarah Knight
sarah.knight@jisc.ac.uk
htt...
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Learners Technology use in Further Education

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Workshop to the ALT-C Conference, September 2015. Reporting some of the findings from the Jisc funded FE Digital Student study.

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Learners Technology use in Further Education

  1. 1. Learners’ Technology Use in Further Education Prof. Rhona Sharpe, OCSLD Prof. Liz Browne, Education Dr. Greg Benfield, OCSLD Dr. Metaxia Pavlakou, OCSLD Dr. Winnie Wu, OCSLD Marilyn Hockley, consultant Ellen Lessner, Jisc consultant http://digitalstudent.jiscinvolve.org.uk
  2. 2. How did this research arise? Invitation to Tender http://digitalstudent.jiscinvolve.org.uk
  3. 3. Focus of today’s session Learner profile Card sort
  4. 4. LEARNERS IN 6 FE COLLEGES MALE FEMALE TOTAL BTEC Level 3 extended diploma ICT 26 3 29 Health and Social Care Level 3 3 31 34 Animal Management 10 24 34 A level Sociology 20 22 42 Child Health and Social Care Higher 3 26 29 Creative Media Production 26 22 48 TOTALS 88 128 216
  5. 5. Conceptualizing differences in learners' experiences of e-learning: a review of contextual models Sharpe (2010) Available from HEA website
  6. 6. Six broad conceptions for learner difference Sharpe (2010) 1. Experiences are determined by the changing role of technology in society 2. Experience is a complex interplay between the spaces student inhabit, the tools they use and the people they engage with 3. Learners’ experiences are a malleable response to their local pedagogic context 4. Learners think and conceive of learning differently 5. Stable differences in personality cause individuals to respond differently 6. Experiences change over time as learners mature
  7. 7. Why do we need primary research? • Find evidence with supports our experiences • Or challenge our assumptions about learners • See if our experiences are shared more widely • Assess how quickly things are changing • Provide evidence which can be used by teachers, managers and policy makers • Look for relationships between variables in complex situations Desk research Focus groups Consultation events
  8. 8. What do YOU know about learners in FE? What percentage 1. Own a) desktop b) laptop c) tablet d) smartphone? 2. Every day use a) computer and b) internet 3. Use social networking websites in social life 4. Access course materials through a VLE
  9. 9. LEARNER PROFILE 1. a) 37% own a desktop computer b) 83% own a laptop c) 55% own a tablet d) 93% own a smartphone 2. a) 76% use the computer every day b) 94% access the Internet daily
  10. 10. LEARNER PROFILE 1. a) 37% own a desktop computer b) 83% own a laptop c) 55% own a tablet d) 93% own a smartphone 2. a) 76% use the computer every day b) 94% access the Internet daily 3. 93% use social networking sites But 47% use web forums to find out about a subject 4. 47% access course materials through the VLE But 60% use online learning materials they found themselves.
  11. 11. 0 10 20 30 40 50 60 70 80 90 100 Upload video/photo Internet on smartphone Video on demand Watch video streamed Messaging apps Social networking Own blog/website Download podcasts Online discussions Gaming Use Wikis/blogs Which do you use in your personal and social life?
  12. 12. Which do you use in your studies? 0 10 20 30 40 50 60 70 80 90 100 Simulations Video conferencing Discussion forum e-portfolio Design tools Web present Whiteboard Web forums VLE CBT Spreadsheets Submitting assessment Learning materials found myself Mobile/tablet Library Email tutor PPT Word processing Search engine
  13. 13. Patterns of use VARIABLES OF INTEREST • A3. Age • A4. Gender • A5. College (course) • B6. Ownership (desktop, laptop, tablet) • B3. Use a computer (daily, few times a week, less than this)
  14. 14. What has relationships with personal & social uses of technology? Significant Chi-squared tests
  15. 15. What has relationships with educational uses of technology? Significant Chi-squared tests
  16. 16. What is associated with technology use? FINDINGS 1. Ownership and use of technologies is high but not total 2. There are differences between how learners use technology in their personal and educational lives 3. We think we might be seeing a pattern of use from intensive computer users 4. The ways that most learners use technology in support of their studies is predominately influenced by the course.
  17. 17. Venkatesh (2003) User acceptance of IT, MIS Quarterly, 27(3) Mediators Beliefs about.. Performance expectancy … the usefulness of the technology for personal gain Effort expectancy ... degree of difficulties or ease of technology Facility conditions … the organisation and technical infrastructure Social influences Beliefs of others about the above What other factors might mediate technology use?
  18. 18. Venkatesh (2003) User acceptance of IT, MIS Quarterly, 27(3) Mediators Beliefs about.. Performance expectancy Learners are committed to technology as an enhancement to their educational performance Effort expectancy Access to technology considered to be good, Facility conditions Concerns that technology is not industry standard Learners want to be consulted about tech choices. Social influences Learners who are good at technology are respected by their peers. Learners support one another. Some findings
  19. 19. Card sort activity
  20. 20. Instructions for card sort • Take the cards out of the envelope and lay them on the table so that all are visible. • Put the ‘theme heading’ at the top and after a group discussion, put the remaining cards in order of importance underneath the theme card • If you want to add something to the existing cards, use a post-it and stick it on the ‘Any other’ card. • If you don’t understand a card or consider it unimportant, put it back in the envelope. • Timed exercise keeps everyone on task.
  21. 21. LEARNER EXPECTATIONS LITERATURE REVIEW 1. Learning to be enhanced by the college’s use of technology e.g. VLE, online submission and assessment, mobile learning. 2. To have anywhere, anytime, any device access to course materials 3. To have access to both formal and informal supports on and off campus 4. To learn how technology is used in the workplace 5. To be asked about our views and for them to make a difference
  22. 22. FOCUS GROUP FINDINGS LITERATURE REVIEW 1. Learning to be enhanced by the college’s use of technology e.g. VLE, online submission and assessment, mobile learning. 2. To have anywhere, anytime, any device access to course materials 3. To have access to both formal and informal supports on and off campus 4. To learn how technology is used in the workplace 5. To be asked about our views and for them to make a difference FOCUS GROUPS 1. Modern learning resources that are easy to find and use 2. The college to provide what we need 3. The same or better services as in school 4. Don’t assume we are all digitally literate 5. We need ongoing development 6. Ask us what we need 7. We want to work with lecturers
  23. 23. Why do we need primary research? • Find evidence with supports our experiences • Or challenge our assumptions about learners • See if our experiences are shared more widely • Assess how quickly things are changing • Provide evidence which can be used by teachers, managers and policy makers • Look for relationships between variables in complex situations Desk research Focus groups Consultation events
  24. 24. Find out more… Digital Student #digitalstudent Rhona Sharpe rsharpe@brookes.ac.uk Sarah Knight sarah.knight@jisc.ac.uk http://digitalstudent.jiscinvolve.org Except where otherwise noted, this work is licensed under CC-BY-NC-ND

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