implementing and evaluating e learning environments

Implementing & evaluating e-learning

environments

Sue TrinidadJohn Pearson

Factors influencing the learning experience Infrastructure Quality of content and assessment Quality of learner support systems Assumptions made by learners &

educators about the learning experience Peer support networks for learners &

educators

Research findingsStudents’ outcomes are likely to be better

when the actual learning environment more closely matches their preferred learning environment

(Aldridge, Fraser, Fisher, Trinidad & Wood, 2003; Fraser, 1998b, 1999a; Fraser & Fisher, 1983)

Online Learning Environment Survey (OLES) Dual format instrument Students asked to rate the ‘actual’

learning environment experienced in a module (subject) with their ‘preferred’ learning environment

Five point rating (Almost Never, Seldom, Sometimes, Often, Almost Always) for actual & preferred items

Purpose of Online Learning Environment Survey (OLES) Provide educators using e-learning with a

mechanism to reflect on the learning environment provided based on the results gained

Composition of OLES 7 primary scales from What is happening

in this classroom (WIHIC) 2 scales from Distance education learning

environments survey (DELES)

Study methodology Quantitative data – administrated online at

or soon after final class in module Qualitative data collection – gathered from

email interviews, online reflective journals, online forum discussions

Case study groupsUniversity of Hong Kong – Masters of

Science in Information Technology (MSc[ITE])

Teaching and learning with IT (n = 33) Information Technology and educational

leadership (n = 29)Postgraduate Certificate in Education Use of Computers in Education (n = 12)

Teaching and learning with IT ‘Rich assessment tasks’ Students completed group and individual

tasks to construct their own knowledge Taught by 2 lecturers 12 sessions (10 face to face, 2 online)

Information Technology and educational leadership Issues / concerns related to leadership in

ICT 6 presentations by lecturer in charge Student discussions in class Posting of ideas / recommendations to ILN

online forum

Use of Computers in Education Students use ILN online learning

environment to access resource materials, presentation on set readings, discussion of issues raised in students’ presentations

Conclusions Educators need not only knowledge of learning

theories and models of best practice to design and implement e-learning environments but also information (feedback) on how specific attempts to do so have matched the preferred learning environment of students

Charting of data using OLES provides a practical strategy by which information can be presented

Charts can be used to inform discussions about changes to the design of actual e-learning environments = improved learning outcomes

Further research Whether OLES is also valuable to a wider

range of teachers working in e-learning environments