1. Understanding FE learners
GfK NOP Social Research
Kate Parker and Chris Holmes

2. “The process of becoming more e-enabled will help colleges improve learner satisfaction, as learners who are more ICT competent gain confidence and are positive about the impact of technology on their learning” Technology for a change: evidence and practice, Becta 2007

3. Key themes for discussion
What factors influence learner ICT competence and confidence?
Are ICT competent and confident learners more positive about the impact of technology on their learning?
Is there a relationship between learner and college e-maturity?

4. What did we do? Sample from the ILR held by the LSC
Telephone survey of 4,000 FE learners
Questionnaire designed in consultation with Becta
Fieldwork conducted in April - May 2007

5. What types of learner did we interview?
Women V. Men
Mode of study
59%
41%
Age of learner
Base: All respondents (4,000)

6. What factors influence learner ICT competence and confidence?

7. Learner e-maturity: a new concept to measure learner ICT competence and confidence
How is “learner e-maturity” defined?
LEARNER EXPERTISE
LEARNER CONFIDENCE
On a range of ICT tasks:
Expert
Intermediate
Beginner
Confidence in using computers:
Very confident
Quite confident
OK for basic tasks
Not confident at all
SCORES ALLOCATED
Depending on ICT expertise and
Computer confidence

8. Base: All respondents (4,000)
Two-thirds of learners in the FE survey were classified as ‘high’ or ‘medium’ e-mature…
Base: All respondents (4,000)

9. What factors influence learner e-maturity?
Age of learner
Use of ICT at college
Gender
Drivers of learner
e-maturity
Home ICT
access
& usage
Mode of study
Subject studied

10. Younger learners are more likely to be e-mature…
Age of learner
16-18 years
19-24 years
25-34 years
35-44 years
45+ years 10
Base: All respondents (4,000) 10

11. Learners with a home computer and internet access are more likely to be e-mature
Access to home computer
Internet access at home
among learners with home access to a computer
High: 91%
High: 96%
Medium: 88%
Medium: 94%
Low: 73%
Low: 88%
Base: All respondents (4,000)
Base: All respondents with home computer (3,451)

12. Communicate with others Download music/video/podcasts
Learners using their home computers for a wide range of leisure tasks tend to be more e-mature
Communicate with others
High: 91%
Low: 64%
Surf the Net
High: 94%
Low: 77%
Online shopping
High: 59%
Low: 37%
Download music/video/podcasts
High: 61%
Low: 29%
Create things
High: 60%
Low: 33%
Base: All respondents with home computer (3,451)

13. E-mature learners tend to be on full-time courses and studying subjects that attract younger learners
Full-time
Subjects
High e-mature learners
Humanities
Science and Mathematics
Visual & Performing Arts and Media
19%
43%
37%
Low
Medium
High
Part-time
Low e-mature learners
Information & Communication Technology
Hairdressing & Beauty Therapy
Construction
Base: All respondents (4,000)

14. How often learners used ICT at college to… % saying ‘a lot’
And learners who are using computers frequently at college for a range of activities are more e-mature
How often learners used ICT at college to… % saying ‘a lot’
Low
High
Research topics
24%
54%
Present written work or data
31%
Create and deliver presentations
14%
33%
Revise and follow up on taught sessions
16%
32%
Organise and manage workload
27%
Submit assignments
12%
26%
Create graphics, music, photos or video 7%
23%
Standard
Standard
Advanced
Course management
Course management
Course management
Advanced
Base: All respondents (4,000)

15. And the use of new technologies such as Virtual Learning Environments increases with learner e-maturity
Base: All respondents (4,000)
Logo sources: moodle.org blackboard.com

16. Which of these factors have the greatest influence on learner e-maturity?
Segmentation technique
A segmentation technique (Chi-squared Automatic Interactive Detection or CHAID) identified the main predictors of learner e-maturity
Main predictors
Age came out as the biggest predictor, followed by home leisure usage
35 – 44 years
Create things e.g. music/ photos
45 + years
Online shopping
25 – 34 years
Communicate with others ( /instant)
Under 25s
Communicate with others ( / instant)
Followed by use of ICT at college
Subject studied:
Maths/ Science
Present written
work or data
Research
topics

17. Are more e-mature learners more positive about the impact of technology on their learning?

18. Base: All respondents (4,000)
High e-mature learners were more likely to enjoy using technology than low e-mature learners
% of who learners who agreed with “I enjoy using technology – I’d like to use more of it”
Base: All respondents (4,000)

19. Base: All respondents (4,000)
High e-mature learners were more likely to recognise the positive impact ICT had on their learning….
but
“I understand the subject that I’m studying better because of the way that computers are used on my course”
High: 62% vs Low: 53%
High: 68% vs Low: 79%
“I learn better through face-to-face contact with tutors and other learners than by using a computer”
…FE colleges therefore face a challenge to balance the preferences and abilities of learners at different ends of the e-maturity spectrum
Base: All respondents (4,000)

20. What is the relationship between learner and college e-maturity?

21. College e-maturity is based on levels of ICT provision and use within FE colleges
A categorisation of colleges based on Becta’s annual survey of ICT and e-learning in FE colleges which is based on:
Access Workforce E-learning Resources Management
College e-maturity
E-enabled
Enthusiastic
Ambivalent
Late adopter

22. “Enthusiastic” colleges “Ambivalent” colleges “Late adopters” colleges
Analysis suggests that there is a correlation between college and learner e-maturity
% of high e-mature learners
“E-enabled” colleges
“Enthusiastic” colleges
“Ambivalent” colleges
“Late adopters” colleges
Base: All respondents attending colleges able to be classified (2,636)

23. “The process of becoming more e-enabled will help colleges improve learner satisfaction, as learners who are more ICT competent gain confidence and are positive about the impact of technology on their learning” Technology for a change: evidence and practice, Becta 2007

24. GfK NOP Social Research GfK NOP Social Research
Contact information
Kate Parker
GfK NOP Social Research
Chris Holmes
GfK NOP Social Research