1 / 17

What people were expecting: Analysis of the pre-training questionnaires

What people were expecting: Analysis of the pre-training questionnaires. Liz Masterman With acknowledgements to Helen Beetham. Overview. Profile of the participants Your views on e-learning Potential benefits Enabling technologies Issues in considering the use of e-learning

dylan-shepard
Télécharger la présentation

What people were expecting: Analysis of the pre-training questionnaires

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. What people were expecting: Analysis of the pre-training questionnaires Liz Masterman With acknowledgements to Helen Beetham

  2. Overview • Profile of the participants • Your views on e-learning • Potential benefits • Enabling technologies • Issues in considering the use of e-learning • Your participation in the LAMS trial • Reasons • Expectations • Pulling the threads together

  3. The numbers • 40 people completed the pre-training questionnaire. • Distribution of respondents across educational sectors:

  4. Roles and experience • Most common roles: • Lecturers: 25 • Advisers: 16 • Experienced users or champions of e-learning: 29 • Environments: • F2F: 37 • Online distance: 23 • Combination: 29

  5. Familiarity with specific e-learning technologies • Respondents in FE have tried, or regularly use, the widest range of technologies. • Technologies used regularly by 20 or more respondents:

  6. Approaches to designing for learning • Summary by category: • Syllabi and standards documentation are the most common source materials. • Mind-mapping and word processors are the most common software tools.

  7. Perspectives on e-learning: A framework for analysis

  8. Learners60 Approach3 Practice3 Activity61 Outcomes3 Environment23 Impact0 Potential benefits of e-learning Accessibility 9Personalisation *FE* 34Motivation 9Autonomy/self-managem’t 6ICT skills 2 Time-independence 9Location-independence 17Collaboration 9Learning experience *HE* 17 Other categories:Within-tutor factors 2Strategic factors 2 Availability of resources 6Sharing/customisation/re-use 10Communication 4

  9. Delivering the benefits:The top enabling technologies • Communication tools 18 • Collaborative learning, building on-line communities • Videoconferencing, forum, chat • Interactive learning materials 13 • Web-based/CD/DVD *HE* • Interactive whiteboards *FE* • Information access tools/resources 10 • Intra-/internet sites *FE* • Assessment tools 3

  10. Learners46 Approach1 Practice1 Activity18 Outcomes0 Environment64 Impact0 Considering e-learning: The issues Accessibility? 6Personalisation? *FE* 12Motivation? 5Sufficiently autonomous? 3Adequate ICT skills? 20 Time-/location-independent? 3Learning exp’ce enhanced?14Formative feedback given? 1 Appropriate resources/tools? 32Learner access to technology? 27Usability OK? 5Reliable? Good tech. support? 5 Other categories:Within-tutor factors 4Strategic factors 2

  11. *FE* *HE* *FE* *FE* *FE* *HE* Participation in the LAMS trial: reasons and expectations % of total no. of mentions

  12. The benefits of LAMS and their relevance No. of mentions

  13. Pulling the threads together: Learner factors LAMS’ role in developing learners’ potential is considered a relevant benefit.

  14. Pulling the threads together: Environmental factors

  15. Pulling the threads together: Intended outcomes LAMS’ role in raising standards is considered a relevant benefit. • Achievement rates • General skills: cognitive, collaborative, communicative Affective outcomes are also recognised as an issue.

  16. Pulling the threads together: The learning activity Adding value to the learning activity through LAMS is a key expectation.

  17. Pulling the threads together: Teachers’ approach and practice LAMS’ role in enhancing teachers’ practice is considered the most relevant benefit and forms the focus of practitioners’ expectations of the trial. • Stimulate consideration of different pedagogical models. • Improve learning design. • Profile learners’ needs. • Support and monitor learners.

More Related