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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

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

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  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.

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