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How do learners engage with and experience e-learning? Gráinne Conole Institute.

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Presentation on theme: "How do learners engage with and experience e-learning? Gráinne Conole Institute."— Presentation transcript:

1 How do learners engage with and experience e-learning? Gráinne Conole Institute of Educational Technology E-Learning Conference Southampton, 1 st February 2007

2 LXP Student experiences Subject discipline differences Uses of technologies Effective e-learning strategies Online survey Audio logsInterviews Learner Experiences Project M. de Laat - Exeter, T. Dillon – Bristol, J. Darby – Open University

3 Phase 1 – contextPhase 2 – in-depth case studies SurveyAudio logsInterviews Economics:128 Languages:92 Medicine:31 Computing:158 Other:18 Total:427 Economics: 3 Languages: 47 Medicine: 16 Computing:19 Total:85 Economics: 2 Languages: 3 Medicine: 5 Computing:4 Total:14

4 What four technologies do you use most?

5 Survey E-learning is an important element of my course EconLangMedComp 4%9%0%1% Strongly disagree 7%9%6%1%Disagree 8% 0%13%- 36%37%28%24%Agree 29%25%50%43% Strongly agree 0% NA 15%12%15%18%Missing

6 Survey With e-learning I interact more with other students EconLangMedComp 8%6%17%7% Strongly disagree 27%25%31%18%Disagree 20%19%21% - 19%25%12%22%Agree 7%9%5%13% Strongly agree 3%2%0%1%NA 15%14% 18%Missing

7 Survey E-learning makes studying easier for me EconLangMedComp 3%1% 11% 5% Strongly disagree 5%10%3%2%Disagree 8%13%12%17%- 39%27%32%29%Agree 28%35%28% Strongly agree 3%1%0%1%NA 14%12%14%18%Missing

8 The first thing i do when given any piece of word 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. is always vital with communicating with different mediums. teachers for support I use to communicate with everyone, especially lecturers; arranging meetings, asking questions about work and queries over assignments etc I write all my assignments using Word and to sort through the information I find, make notes of what I still need to do and spell check my s that I'm sending to lecturers. Search engines are used to find news articles I use them [technologies] to find out information for assignments, and also to help me clarify my notes on each subject area that I study. Instant messaging is used to discuss issues with friends if a topic is not understood My PDA is useful for reading things when I'm on the move Survey qualitative data

9 The use of the internet has replaced many aspects of my studying before I used the internet. I generally start by using the internet for research and then move to books etc when I have the background info My PDA is useful for reading things when I'm on the move. I use my laptop to store data and type my course works. The MP3 player serves as a storage media used to save most of my assignments, electronic journals and articles, while I use MS word application to type most of my course works. The electronic library gives me access to books, journals and articles all of which are important for my study Instant messenger and skype for communicating with students, powerpoint for laying out slides and revision notes. Do not use any graphical packages for my studies but do use them for extra-curricular activities

10 Learner voices Fabio: an individual learner Samir: a social learner Annmarie: an active technology user (Medicine) Gary: learning through practice (Medicine) Jack: social/interactive learner (Computer Science) Finbar: an active blogger (Computer Science) Dzel: aTurkish student (Languages) Peizhi: a Chinese student (Languages)

11 Internet sites for meanings and glossary Mobile phone find out about course work MSM chat to send coursework to friends Mobile to text class mates to get exam hints Blogs for personal reflection Internet/search engines to verify concepts Internet to research an essay Google using keywords/phrase Wikipedia and podcasts Voice recorder for collecting interview data USB stick to transfer data between home and uni to check words Podcasts from English language sites Updating E-Portfolio from the hospital University VLE site to access lectures and check calendar Audio logs

12 Today I used my mobile phone to contact a friend from the same course to ask them where I could get my cover sheet for my essay to hand in today. I had to do this basically because I searched the university web site and I couldnt find one and I didnt have one on my computer so I had to ring my friend because I knew he had printed one out for himself earlier in the day… Well basically the mobile phone, … if I didnt have one I wouldnt have been able to do this ….I was able to contact XX and ask him where I could find one… I found one on another students home page whod put it up there conveniently so that a lot of people could get it so that was pretty handy and Ill remember that in the future. Jack: social/interactive learner (Computer Science)

13 Commonalities and differences Researching and retrieving information Google, Wikipedia, subject-specific sites Communication Multiple tools, peers/tutors… Assignments Generic tools: Word, Excel, Powerpoint Integrated learning Mixed views on VLEs, personalised learning

14 Tools Activities Types of learning Conole and Fill (2005) DialogPlus Taxonomy paper Dyke et al. (2007), Chapter 6 Contemporary perspectives in e-learning research RoutledgeFalmer Is there a relationship between tools and activities? Is there a relationship between tools and learning?

15 Tool use for different activities Assimilative PDA, podcasts, DVDs Information handling Mixed media, multiple purposes Adaptive Higher-level models Communicative Speed, convenience, fitness for purpose Experiential Tools in situ, in the work place Productive New creativity, professional standards

16 Thinking and reflection Types of learning Experience and activity Conversation and interaction Web 2.0 Tools/Social Networking? Mindmaping Blogging Peer working Mobile tools Annotation Wikis

17 InformationCommunication Content Changing nature of content (more available, lower intrinsic value, higher interactivity and standards) Cost and value Materials and information freely available on the Internet Perceived worth of content Presentation Use of multimedia to improve presentation Expectations of good quality content Evaluation New skills for assessing content Skills to ensure work is authentic Communication Different tools for different things Internet to access expert knowledge With anyone about anything anytime Collaboration New forms of collaboration – smart tools and web2.0 Distributed cognition InformationCommunication

18 Policy Strategy InformationCommunication Perceptions Environment

19 Media Changing media – increase of USB pens, ipods, mps players, integrated phones, better screen displays for reading Motivation Gaming generation, used to highly, engaging and entertaining environment Interactivity Evidence of a shift from passive to interactive interactions across all aspects of their learning Near ubiquitous Many now have their own PCs and wireless internet access – becoming accustomed to being able to access information or contact people on demand, anywhere

20 Perceptions Comfortable with technology, see it as integral Critically aware of the pros and cons Sophisticated and varied use of different communication tools for different purposes Access to up to date and relevant information and resources vital Dont see technology as anything special – another tool to support their learning Mismatch between institutions perceptions of student use of technology and actual use

21 Shifting sands…. Pervasive and integrated Extensive use of tools for everything Personalised Adapted to personal needs Social Networked peer community Interactive Content not fixed Changing skills New skills needed, arising Transferability Boundaries blurring Working patterns Ways of thinking and doing changing Time The now culture

22 Policy implications Content To create or not to create? Interactivity Activity focussed design Social and community learning Web 2.0 and beyond… Assessment? The learning environment? The role of universities? Types of provision? Focus, purpose, business models

23 In-depth study of work-based students Title E-assessmentE-PortfoliosConferencesWikis & Blogs Cisco Networking Team Engineering Social Work Practice Applied Social Work Practice Extending Professional Practice Software Reqs for Bus Systems How students learn using tools across different boundaries? Strategies they use to manage the process Barriers/enablers, key critical moments Relationship between student practice and institutional policy

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