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Joint Information Systems Committee 27/06/22 | | Slide 1 Learners’ experiences of e-learning Rhona Sharpe Project Director, Support & Synthesis project Oxford Centre for Staff and Learning Development Oxford Brooes University With Helen Beetham Greg Benfield Eta de Cicco Ellen Lessner Findings

Joint Information Systems Committee 07/04/2015 | | Slide 1 Learners’ experiences of e-learning Rhona Sharpe Project Director, Support & Synthesis project

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Page 1: Joint Information Systems Committee 07/04/2015 | | Slide 1 Learners’ experiences of e-learning Rhona Sharpe Project Director, Support & Synthesis project

Joint Information Systems Committee 18/04/23 | | Slide 1

Learners’ experiences of e-learning

Rhona SharpeProject Director, Support & Synthesis projectOxford Centre for Staff and Learning DevelopmentOxford Brooes University

WithHelen BeethamGreg BenfieldEta de CiccoEllen Lessner

Findings

Page 2: Joint Information Systems Committee 07/04/2015 | | Slide 1 Learners’ experiences of e-learning Rhona Sharpe Project Director, Support & Synthesis project

Joint Information Systems Committee

In their own words

Page 3: Joint Information Systems Committee 07/04/2015 | | Slide 1 Learners’ experiences of e-learning Rhona Sharpe Project Director, Support & Synthesis project

Joint Information Systems Committee

Page 4: Joint Information Systems Committee 07/04/2015 | | Slide 1 Learners’ experiences of e-learning Rhona Sharpe Project Director, Support & Synthesis project

Joint Information Systems Committee

Phase 2 Projects

LEaD University of Edinburgh Learner Experiences across the Disciplines

BLUPs Warwick and Northumbria Students' Blending Learning User Patterns

PB-LXP The Open University Learners’ experiences of blended learning environments in a practice-based context

LExDis University of Southampton Disabled Learners’ Experiences of e-learning

THEMA Oxford University Exploring the experiences of Master’s students in technology rich environments

STROLL Hertfordshire and Hertford Regional College Student Reflections on Lifelong e.Learning

E4L University of Northampton, Northampton College, Norths Adult and Community Learning e-Learning for Learners

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Joint Information Systems Committee

Key messages

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Joint Information Systems Committee

Learners have access to, and expect to use, a great deal of personal technology

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Personal technology

There is high ownership and access to personal technology, but note institutional differences

Where access or ownership is lacking, students feel disadvantaged

Most students are not sure how to use personal technology to aid study,

My whole life is on my laptop: pictures, music, every Word document I’ve created since high school is on here. (Thema)

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Joint Information Systems Committee

Learners are living complex lives and need to be connected

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Flexibility, reliability, convenience

Learners are living complex lives.

Learners are positive about VLEs where they provide easy access to everything they need

High expectations for robust, visible, ubiquitous services.

Time is a constraint, and a persistent worry for disabled learners

My favourite piece of technology is “my phone, because I record lectures ... I am more likely to watch what I have recorded than to log on the [VLE] and to go through the long procedure of finding something…” (E4L)

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Joint Information Systems Committee

Learners make extensive use of peer support networks

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Working with others

Extensive use of social networking sites – for recreational use

Extensive use of peers for support, especially technical support

Technologies used to support the process of groupwork

Social networking used where they have a cohort identity

“University e-mail I don’t really use for people at University, I usually use texting, Facebook or MSN. If they’re on-line, on MSN, I know hopefully they’ll respond straightaway. You can get an immediate response with phones and Messenger.” (E4L)

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Joint Information Systems Committee

‘Digital natives’ are not necessarily digitally literate

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Study habits and strategies

New learners are conservative in their study habits and approaches

Influenced initially by prior educational experience, and later by their tutors

Disabled learners are agile technology users who understand the affordances of technology

Learn skills from each other

“Well firstly if I want to look anything up… I will usually Google it... Then I would fire up MSN… Finally [the VLE] and all the resources the University makes available online.” (STROLL)

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Learner differences

There are many differences between learners; which may be due to, prior experience, discipline, and context

Learners show evidence of maturing, in use of online resources, and organising themselves.

Some learners are more digital than others, and there is still a small minority who prefer not to engage with technology

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1. to allow access to learning flexibly to fit in with their busy lives (flexibility in time and location)

2. to maintain social connections and support networks

3. for entertainment and leisure activities

4. to access information and resources efficiently and drawing on a wide pool

5. careful, strategic uses to meet identified needs (e.g. discipline specific or personal)

Learners’ uses of technology

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Joint Information Systems Committee

Learners have much to contribute

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Joint Information Systems Committee

Effective e-learners?

I kind of trust Wikipedia when the article is not a stub, and as regards Google, it depends on the results I am given, of course. If the websites look too personal and not trustworthy and scientific enough, I try to find a better source or at least another source which supports the facts provided by the non-reviewed resource. (Madeline, Thema)

I had to learn Excel the other day for a directed activity. I found the lecture hard to follow so I went on You Tube and found a video on setting up a formula. (Lottie, LeXDis).

If there was a question I couldn’t do and found no useful material on I used windows Live Messenger to discuss that particular question with friends. (STROLL)

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Effective e-learners?

Had a phone tutorial with my supervisor referring to a support document he emailed to me – I digitally recorded the tutorial and saved it as a digital file on my laptop. This has then been playing while I make the adjustments to the document. (BLUPS)

One of the group members was not able to make it today so what we did we were connected by using MSN Messenger so we were discussing notes. We were feeding back to the other person. (STROLL)

I’m kind of an internet maniac because I don’t feel safe if I can’t get online … I moved three times since I came here and on the first night I really cannot get the internet at first. And then I just feel so empty (Liling, Thema)

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Joint Information Systems Committee

Want to know more?

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Joint Information Systems Committee

The learner’s journey

– Most (not all) arrive confident, positive and enthusiastic about use of technology

– Increase in technology use over time, especially to access online information and discipline specific software

– Development in information seeking and handling skills

– Becoming more independent and organisational skills

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