listening to the e-learner's voice: letting the learners tell their own story
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Listening to the e-Learner's Voice: letting the learners tell their own story
Linda Creanor & Kathryn TrinderGlasgow Caledonian University
Doug Gowan & Carol HowellsThe Open Learning Partnership
Overview
Introduction to LEX Introducing the learners (some!) Findings Towards a conceptual framework Summary
Introduction
“We need to listen to people’s views and ensure that technology meets
their needs.”
(DfES E-Strategy, 2005)
Introduction to LEX
A national JISC research project on the learner experience of e-learning
Informed by a Scoping Study (Sharpe et al, 2005) that identified need for cross-sector, integrated research
Putting the learner’s voice centre stage Complemented by the Learner XP study
Conole et al: HE focus, discipline specific
Research questions
3 key areas highlighted:
What might characterise effective learners in an e-learning context?
What beliefs and intentions do effective learners display?
What strategies do effective learners display?
Research approach
We started from the premise that learners are experts on their own experiences
We adapted an Interpretative phenomenological analysis (IPA) approach
Interviews and focus groups were conducted
Meet some Learners
Some Emergent Themes
Personalisation of environment
Influence of/on family
Strategies/ways of coping
Motivation to use technology
Control & choices
Course design issues
Fitting learning around life
Expectations of technology
Time management
Characterising effective e-learners
IT skills & confidence
“Instead of being afraid of technology ... I'm beginning to learn, well, it’s not as bad as it seems, take your time, if you make a mistake it doesn't matter, just do it again.”
Characterising effective e-learners
Networking
“Using ... computers for your assignments and even mobile phones...getting with your friends or even tutors …. just by using text messages maybe and saying, ’Do you know how to do this bit?’”
Characterising effective e-learners
Flexible, resourceful, self-aware Role of meta-cognition – knowing how they
learn Confidence to overcome technical problems Highly skilled networkers
Beliefs & intentions
Technology for a reason
“If I’m just on an information course then I don’t need all the nice fluffy bits round the edges, whereas if it’s a sharing exercise you need the fluffy bits as well.”
Beliefs & intentions
Feelings
“...when I first went on and started to look at it I thought, 'Oh my God, I don't know whether this is for me!', but then I thought, ‘Calm down a bit, sit down and go through it step by step’.”
Beliefs & intentions
Willing to engage & expect tutors to engage also
Believe technology should enhance their learning
Learn to deal with strong emotional reactions
Intend to use technology to their own advantage
Strategies & behaviours
Approaches to study
“I was writing my project, I was doing my Blog, and doing my homework for economics all at the same time, and listening to music in the background ... Who says men can't multitask!”
Strategies & behavioursControl & choice
Q: … you’ve got the [online] calendar there where you arrange meetings and set deadlines etc?
A: Well … we’re kind of keeping them happy by having that pretend meeting up there because we don’t meet every Thursday.
Q: So you’ve got to make it look as if you’re doing it?A: Oh we are, just not on a Tuesday and Thursday.
Strategies & behaviours
Fitting learning around life Blurring of boundaries between technology
for learning & leisure Books taking second place to the internet Exercising control over environments,
technology and learning tasks.
Towards a conceptual framework
Control Identity Feelings Relation-ships
Abilities
technology
life
people
formal learningtime
What factors influence what I do with my
learning?What factors
influence how I feel about my learning?
Conceptual map of themes
Conclusions/Summary
Don’t rely on stereotypes! Choice and control = engagement A new ‘underworld’ of digital
communication Impact of emotions Aligning e-learning with learner
expectations
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