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Learners Experiences of e-Learning

Learners Experiences of e-Learning. Rhona Sharpe, Oxford Brookes University Ellen Lessner, Abingdon & Witney College Greg Benfield, Oxford Brookes University Eta DeCicco, NIACE Helen Beetham, Independent Consultant mw.brookes.ac.uk/display/JISCle2. Su. SU. DA. VCS. DC. A. DC. DC. A.

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Learners Experiences of e-Learning

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  1. Learners Experiences of e-Learning Rhona Sharpe, Oxford Brookes University Ellen Lessner, Abingdon & Witney College Greg Benfield, Oxford Brookes University Eta DeCicco, NIACE Helen Beetham, Independent Consultant mw.brookes.ac.uk/display/JISCle2

  2. Su SU DA VCS DC A DC DC A A A DC CS A DA 2008 projects timeline Lead PB-LXP Blups Thema e4L LexDis STROLL FEB MAR APR MAY JUN JUL AUG SEP OCT NOV DEC JAN09 End VCS In Last DC A A Study A CS End CS IN End DA

  3. Methods for collecting data • Initial profile: All e.g. E4L • Surveys: Lead, Thema, PB-LXP • Interviews (plus): PB-LXP, LexDis, BLUPs • Focus groups: Lead, E4L • (Video) diaries: Lead, STROLL • Audio logs: E4L, PB-LXP • ‘Penpals’: Thema

  4. Issues in data collection • Elicitation techniques • Participatory methods • Ethical considerations • Recruitment and retention of participants

  5. Dealing with data • Quotes, quotes and more quotes (coding with mindmaps and nVivo)

  6. Mindmap from STROLL at https://mw.brookes.ac.uk/display/stroll/

  7. Mindmap from STROLL at https://mw.brookes.ac.uk/display/stroll/

  8. Dealing with data • Quotes, quotes and more quotes (coding with mindmaps and nVivo) • Effective strategies created by learners e.g. Lexdis website

  9. More ways of dealing with data • Editing collections of videos e.g. STROLL • Case studies e.g. PB-LXP, Thema • Developing taxonomy of patterns of use, BLUPs • ‘Day in the life of’ e.g. Thema, BLUPS • + analysis of survey and profile data

  10. Themes • Access • Preferences, choices, patterns of use • Personalisation • Beliefs and expectations • Effective e-learners • Social software • Change and transition • Specific learners & contexts • Institutional level practices • Course level practices

  11. Effective e-learners “effective learners tend to be skilled networkers and often use the technology to pull in support when needed....[and have] the capacity to network with others through a variety of communication channels and networking.” (Creanor et al, 2006, LEX Study Final Report)

  12. What are the strategies, beliefs & intentions of learners who are effective? • Use much of what they know and have to hand (e.g. mobile phones, ipods) • Use their knowledge and networks to enhance their environment. • Multi tasking (music / chat / MSN / Skype / Email / Multiple work windows) • Setting up alternative forums • Exploring less well known software to help them

  13. Themes • Access • Preferences, choices, patterns of use • Personalisation • Beliefs and expectations • Effective e-learners • Social software • Change and transition • Specific learners & contexts • Institutional level practices • Course level practices

  14. Social software • 86% use social networking sites (Lead) How are they using it? 1. Chat room/ forum for discussion 2. Transferring of existing groups into Facebook 3. Specific groups to talk about courses - led by enthusiastic students But, extreme views from Thema & PB-LXP

  15. Proposed output types • Analysis of learner profile and survey data • Case studies: of learners and courses • Literature reviews • Guidelines • Methodological report & critique • Analysis of learner preferences, social software, effective learners • Others: videos & database of strategies

  16. Activity

  17. Change and transition - from STROLL • "I wouldn't say it's changed as much as I have developed using it...I am becoming more dependent on it I suppose and I'm using it more. " • "Over the last year I spent more and more time looking for journals and reading articles which are online and finding websites pertinent to my study rather than relying on reading written literature."

  18. Bridging the gap? “We must have been shown Blackboard, but I can't remember.  And we went round the library.”

  19. What are the implications for institutions of..? • High levels of ownership of computers, esp. laptops in HE • Expectations about using personal devices on and off campus • Prior experience of learning socially & informally • The wide range of confidence and competence in using technology in learning • Predominance of use of online social networks by some groups of students

  20. Activity What institutional changes are needed to bridge the gap? Which of our proposed outputs would help? How do we get people’s attention?

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