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Learner experience of e-learning

Learner experience of e-learning. Rhona Sharpe Oxford Brookes University rsharpe@brookes.ac.uk. Our team. Rhona Sharpe Oxford Brookes University Greg Benfield Oxford Brookes University Eta DeCicco The National Institute of Adult Continuing Education Ellen Lessner

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Learner experience of e-learning

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  1. Directorate of Human Resources Learner experience of e-learning Rhona Sharpe Oxford Brookes University rsharpe@brookes.ac.uk

  2. Our team Rhona Sharpe Oxford Brookes University Greg Benfield Oxford Brookes University Eta DeCicco The National Institute of Adult Continuing Education Ellen Lessner Abingdon and Witney College

  3. Our task • To review existing research into learner experiences of e-learning • To identify key variables that influence the e-learner’s experience • To recommend an appropriate focus for the research study • To recommend an appropriate methodology for the research study (including include strategies for enhancing learner participation in data gathering).

  4. Focusing on these e-learning implementations: • Collaborative and discussion based tasks • Supporting personalised learning • Supporting higher order skills • Assessment • PDP, reflection, e-portfolios

  5. A holistic view of ‘experience’ ‘Enhancing the quality of teaching and learning’ is the key driver, identified by almost every institution, for MLE development. However, the reality appears to be that the student experience is being enhanced through improved delivery of teaching materials and course announcements, improved access to learning resources and better communication. Managed Learning Environment Activity in Further and Higher Education in the UK. JISC / UCISA report (2003)

  6. Our plan • Establish criteria for what to include in the review • Collect relevant studies from literature, networks of experts and practitioners • Identify variables influencing e-learner’s experience • Write review • Make recommendations

  7. Our key questions: part 1 How do learners engage with and experience e-learning? • What do students say about their experiences of e-learning? • What do they focus on (task or environment)? • How do learners engage with e-learning? • How do they relate e-learning tasks to other aspects of their learning? • What do students say about how e-learning affects their motivation, participation, study patterns, study approaches….? • Other issues…?

  8. “I have learnt that online learning can be really inspiring and really frustrating. Discussions can be really involving and interesting as you read and relate to others' comments, make your own contributions etc. Then you hit a low (could be a technical problem, can't add the attachment or more major, computer not working, or could be a personal issue - feel daunted by expertise of other participant or just don't relate to what they are saying) which throws you back. I did not expect to experience highs and lows in this way.” (OCSLD Online Tutoring course participant, Feb 04)

  9. Issues of engagement “There’s a description of what should be discussed, but without the direction. Nobody has used it – not really sure what to do with it.” (from Moore & Aspden (April 2004) Coping, adapting, evolving: the student experience of e-learning. Library and Information Update, Sheffield Hallam University, available from www.cilio.org.uk/update)

  10. Our key questions: part 2 What makes a difference to their experience and engagement? e.g. • individual differences among learners – access, competence, confidence • the technologies used • the learning tasks and pedagogic approach • the assessment strategy • other differences…?

  11. Collecting accounts • Range of journals, books and other publications • JISC reports e.g. Mayes individual differences, LAMS evaluation • Online resources e.g. FPP, Becta websites • Projects e.g. FPP, Petal, Learner’s Voice • Networks & groups e.g. JISC RSCs, ILT Champions, Learners Network, Blackboard users group • Reports from small funded projects e.g. HEA, LTSN, institutional publications • Course evaluations

  12. Initial thoughts: key variables Task design Introductions & icebreakers Tutoring Integration with assessment Early, proactive contact Regular tasks & activities Prompt feedback Teaching & learning

  13. Initial thoughts: key variables Environment Ease of use Accessibility Navigation Help lines Technical support

  14. Initial thoughts: key variables Expectations Prior experience E-literacy Learner variables Age Gender Culture & language Learning styles & study approaches

  15. Initial thoughts: key variables Environment Teaching & learning Learner variables

  16. Institutional Teaching & learning Environment Learner variables

  17. Preparing for the research study • One to one investigative techniques e.g. think aloud, reflection and observation of learners actually engaging in e-learning tasks, reflective interviews, journals, diaries. • Group based investigative techniques e.g. focus groups. + specific recommendations for enhancing learner participation in such evaluations

  18. Consultation questions 1: What do we already know about these questions? • What research and other accounts could inform this study? 2: What do we need to know? • Are we asking the right questions? 3: How do we find out? • What methodological approaches might be appropriate for the research study?

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