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How do learners engage with and experience e-learning?

How do learners engage with and experience e-learning?. Gráinne Conole Institute of Educational Technology g.c.conole@open.ac.uk E-Learning Conference Southampton, 1 st February 2007. Online survey. Audio logs. Interviews. www.geodata.soton.ac.uk/eLRC/learner_survey.

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How do learners engage with and experience e-learning?

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  1. How do learners engage with and experience e-learning? Gráinne Conole Institute of Educational Technology g.c.conole@open.ac.uk E-Learning Conference Southampton, 1st February 2007

  2. Online survey Audio logs Interviews www.geodata.soton.ac.uk/eLRC/learner_survey Learner Experiences Project Student experiences Subject discipline differences Effective e-learning strategies LXP Uses of technologies M. de Laat - Exeter, T. Dillon – Bristol, J. Darby – Open University

  3. What four technologies do you use most?

  4. Survey • E-learning is an important element of my course

  5. Survey • With e-learning I interact more with other students

  6. Survey • E-learning makes studying easier for me

  7. Survey qualitative data The first thing i do when given any piece of word is type it into a search engine! this gives me the opportunity to see how different people interpret the title. from there i can focus on one main idea and use the electronic resources to support my initial findings or indeed rule them out. e-mail is always vital with communicating with different mediums. teachers for support I use email to communicate with everyone, especially lecturers; arranging meetings, asking questions about work and queries over assignments etc I write all my assignments using Word and to sort through the information I find, make notes of what I still need to do and spell check my emails that I'm sending to lecturers. Search engines are used to find news articles I use them [technologies] to find out information for assignments, and also to help me clarify my notes on each subject area that I study. Instant messaging is used to discuss issues with friends if a topic is not understood My PDA is useful for reading things when I'm on the move

  8. Fabio: an individual learner Samir: a social learner Annmarie: an active technology user (Medicine) Gary: learning through practice (Medicine) Jack: social/interactive learner (Computer Science) Finbar: an active blogger (Computer Science) Dzel: aTurkish student (Languages) Peizhi: a Chinese student (Languages) Learner voices

  9. Audio logs Internet sites for meanings and glossary Mobile phone find out about course work MSM chat to send coursework to friends Mobile to text class mates to get exam hints Blogs for personal reflection Internet/search engines to verify concepts Voice recorder for collecting interview data USB stick to transfer data between home and uni Dictionary.com to check words Podcasts from English language sites Updating E-Portfolio from the hospital University VLE site to access lectures and check calendar Internet to research an essay Google using keywords/phrase Wikipedia and podcasts

  10. Jack: social/interactive learner (Computer Science) Today I used my mobile phone to contact a friend from the same course to ask them where I could get my cover sheet for my essay to hand in today. I had to do this basically because I searched the university web site and I couldn’t find one and I didn’t have one on my computer so I had to ring my friend because I knew he had printed one out for himself earlier in the day… Well basically the mobile phone, … if I didn’t have one I wouldn’t have been able to do this ….I was able to contact XX and ask him where I could find one… I found one on another student’s home page who’d put it up there conveniently so that a lot of people could get it so that was pretty handy and I’ll remember that in the future.

  11. Researching and retrieving information Google, Wikipedia, subject-specific sites Communication Multiple tools, peers/tutors… Assignments Generic tools: Word, Excel, Powerpoint Integrated learning Mixed views on VLEs, personalised learning Commonalities and differences

  12. Activities Types of learning Tools Conole and Fill (2005) DialogPlus Taxonomy www-jime.open.ac.uk/2005/08/conole-2005-08-paper Is there a relationship between tools and activities? Is there a relationship between tools and learning? Dyke et al. (2007), Chapter 6 Contemporary perspectives in e-learning research RoutledgeFalmer

  13. Assimilative PDA, podcasts, DVDs Information handling Mixed media, multiple purposes Adaptive Higher-level models Communicative Speed, convenience, fitness for purpose Productive New creativity, ‘professional standards’ Experiential Tools in situ, in the work place Tool use for different activities

  14. Blogging Thinking and reflection Mindmaping Wikis Peer working Experience and activity Conversation and interaction Mobile tools Annotation Types of learning Web 2.0 Tools/Social Networking?

  15. Information Information Communication Communication Content Changing nature of content (more available, lower intrinsic value, higher interactivity and standards) Communication Different tools for different things Internet to access expert knowledge “With anyone about anything anytime” Cost and value Materials and information freely available on the Internet Perceived worth of content Presentation Use of multimedia to improve presentation Expectations of good quality content Collaboration New forms of collaboration – smart tools and web2.0 Distributed cognition Evaluation New skills for assessing content Skills to ensure work is authentic

  16. Policy Perceptions Information Communication Environment Strategy

  17. Environment Media Changing media – increase of USB pens, ipods, mps players, integrated phones, better screen displays for reading Motivation Gaming generation, used to highly, engaging and entertaining environment Interactivity Evidence of a shift from passive to interactive interactions across all aspects of their learning Near ubiquitous Many now have their own PCs and wireless internet access – becoming accustomed to being able to access information or contact people on demand, anywhere

  18. Perceptions Comfortable with technology, see it as integral Critically aware of the pros and cons Sophisticated and varied use of different communication tools for different purposes Access to up to date and relevant information and resources vital Don’t see technology as anything special – another tool to support their learning Mismatch between institutions perceptions of student use of technology and actual use

  19. Shifting sands…. Pervasive and integrated Extensive use of tools for everything Personalised Adapted to personal needs Social Networked peer community Interactive Content not fixed Changing skills New skills needed, arising Transferability Boundaries blurring Time The ‘now’ culture Working patterns Ways of thinking and doing changing

  20. Policy implications Content To create or not to create? Interactivity Activity focussed design Social and community learning Web 2.0 and beyond… The learning environment? Assessment? The role of universities? Types of provision? Focus, purpose, business models

  21. In-depth study of work-based students How students learn using tools across different boundaries? Strategies they use to manage the process Barriers/enablers, key critical moments Relationship between student practice and institutional policy

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