“e-leader conference, krakow, 2008“ june, 9-11, 2008 krakow, poland zlatko nedelko university of...
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“E-leader conference, Krakow, 2008“
June, 9-11, 2008 Krakow, Poland
Zlatko NEDELKOUniversity of Maribor, Faculty of Economics and Business,
Maribor, Slovenia, E-mail: [email protected]
Participants’ characteristics for e-learning
Agenda
I. The selected problem II. Introduction to e-learning III. Participant’s characteristics IV. Participant’s characteristics – a
case study V. Discussion VI. Concluding remarks
I. The selected problem (1) Distance education any learning in which
participants are at a distance from each other (e.g. are not at same place at same time)
The very first distance education was through written correspondence (i.e. traditional mail)
In last couple of decades advancement in modern ICT has enabled evolution/emergence of electronic learning (e-learning)
E-learning typically involves the use of ICT and computers to support learning
ICT is therefore a central construct which enable and/or support the process of e-learning. E-learning represents a great proportion in distance education
I. The selected problem (2)
E-learning represents a radical change in learning paradigm, which has influenced various fields in the problematic of e-learning- needed sufficient level of skills and knowledge for working with modern ICT and computers- materials and literature are changed- personal characteristics of participants who participate in e-learning process and participants’ readiness and interest for such a (changed) way of learning
I. The selected problem (3) E-learning has become an important way of
education E-learning represent a radical change in education
process (participants are at physical distance) In paper we examine participants’ personal
characteristics and their importance for incorporation of potential participants in e-learning process
This paper offers an insight into the participants’ personal characteristics and proposes a set of participants’ characteristics which could lead to success in e-learning process
II. E-learning (1)
E-learning is rapidly growing as an acceptable way of education
A very simple definition defines e-learning as a learning which is supported and/or made possible by the use of modern ICT and computers
II. E-learning (2) Several different formats of e-learning are:
- Web supported – a e-learning format which is complementary to traditional learning process. There is a Web site (i.e. portal for distance education) for the class that contains course materials, assignments, goals, exercises and tests;- Blended or mixed-mode e-learning – course is structured so that part of the class sessions are held in a traditional (face-to-face) setting and part of them are held with usage of modern ICT over internet (popularity, establish a rapport with educator and get clear instructions how to study in distance mode;- Fully online e-learning format – every class session is held in distance mode
II. E-learning (3)Some possible benefits for participants are following:
- Flexibility (convenience, 24/7); - Accessibility (cost, lose time, rural area);- Own pace of study (other obligations);- Accommodation of different learning styles of participants through different activities (multi-media, text materials)
Most common disadvantages from participant point of view are: - Feeling of isolation (no FTF contact);- Technology issues (equipment, internet);- Basic computer skills; - Lack of self-discipline and self-motivation;- Method of evaluating participants’ work/success in e-learning process
II. E-learning (4)Most common benefits for teachers are:
- reduced amount of administration- reuse of materials prepared for a course
Most common benefits for providers of e-learning- global presence (e.g. increased number of participants)- reduced costs for delivering courses
Most common drawback for teachers are - very time consuming preparation of course content and course materials- course materials need to be updated often- usage in short period
II. E-learning (5) Physical distance among participants in
learning process is most significant difference which distinguishes traditional (face-to-face) learning and e-learning
The possibility for social interaction among e-learning participants is reduced
Important issue which is somehow neglected in literature is also participants (personal) characteristics. In comparison to traditional (face-to-face) learning process in e-learning process participants need or/must have several characteristics that contribute to success in e-learning process
III. Participant’s characteristics (1) Participants’ success in e-learning process
depends on multiple interdependent factors (e.g. technology, course materials, participants’ personal characteristics)
For the purpose of our discussion we are focusing on participants’ characteristics. Due too the changed nature of e-learning process (e.g. physical distance, home-working) is also important that participants possess and/or have characteristics which are basis for success in e-learning process
III. Participant’s characteristics (2) Participant characteristics is a partial characteristic
(and/or part of complex characteristic) which importantly influence success in e-learning process
Most probable and possible participants’ characteristics needed to succeed in e-learning process are - Level of skills and knowledge for working with computer and ICT (sufficient level)- Self-motivation and motivation for learning - Self-discipline (autonomy, own pace of study) - Attitudes towards e-learning – participants must be interested in participation in such a way of education;- Attitudes towards usage of e-literature – (e.g. changed nature of e-literature)
III. Participant’s characteristics (3)
- Felling of isolation – need for social interaction and personal contact (e.g. excellent way vs. boring)- Independence – participants must have ability to work well with minimal structure (e.g. few instructions are offered to participants);- Good thinking skills – participants must be able to use higher-order thinking (e.g. synthesis, evaluation), especially due to the lack of interaction with lecturer and peers.- Good problem solver – participants must be able to resolve problem mainly on their own, (e.g. trust could become an issue) - Good time manager – participant must be able to develop a schedule, establish goals and meet due dates.
IV. Participant’s characteristics – case study (1) The research about e-learning was conducted
among undergraduate students (2nd and 3rd year of study) at the Faculty of Economics and Business, Maribor, Slovenia
Primary aim of research was to examine students’ attitudes towards e-learning
For the purpose of our paper focus was on students’ characteristics, which are considered as a basis for success in e-learning process
Among 177 answered questionnaires, 155 questionnaires were completed and therefore usable
IV. Participant’s characteristics – case study (2) Some general findings
(1) All 155 participants in research has a computer at home, use internet for studying purpose and has at least one active e-mail address; (2) most of students use computers everywhere (3) 98.1 % of students use portal for DE; (3) 87.7 % of students are using student’s forum; (4) 60% of students in research using their self-phone mainly for calling and also for writing short messages, and also 38 % students use WAP services; and (5) 98.7 % of students think, that use of e-literature in traditional education process will enrich traditional education process
IV. Participant’s characteristics – case study (3)Attitudes towards usage of modern ICT
Participants’ level of skills and knowledge for working with modern ICT and computers
Students’ knowledge and skills for working with computer and modern ICT are relatively good (e.g. 95 % as good or better)
Very poor
Poor Fair Good Very good
Excellent
- - 4.5% 34.8 % 50.3% 10.3 %
Not important
1 2 3 4Very important
- - 5.8 % 13.5 % 45.8 % 34.8 %
IV. Participant’s characteristics – case study (4)
Motivation for studying
Self-discipline
Very low 1 2 3 4 Very high
1.3 % 2.6 % 7.7 % 52.3 % 28.4% 7.7 %
Not important
1 2 3 4Very important
- 3.2 % 5.8 % 21.9 % 49.7 % 19.4 %
IV. Participant’s characteristics – case study (5)
Participants’ attitudes towards education at distance More than 90 % of asked students are interested in e-
learning Attitudes towards distance working/studying – working
from home
We see that after asking more precise question fewer students are very interested in participation in e-learning process
Not important
1 2 3 4Very important
5.2 % 5.2 % 16.8 % 41.3 % 24.5 % 7.1 %
IV. Participant’s characteristics – case study (6)
Materials and literature used in e-learning process
76 % of asked participants are interested in using e-literature (e.g. PDF format)
84.5 % students like to use multimedia instead of traditional materials; 15.5 % students prefer traditional materials and literature
98.7 % students believe that use of e-literature (also) in traditional education process will enrich it
76.1 % students think that appropriate designed e-literature can replace traditional literature
IV. Participant’s characteristics – case study (7) What
characteristics should have a good e-literature
Majority of students are willing to use e-literature and are therefore suitable for participation in e-learning process
- 36.8 % understandable text to students
- 36.1 % easy to use- 11 % clearness of text- 6.5 % goal attainment- 1.9 % good appearance- 2.6 % interactive test for
reiteration- 1.9 % entertaining content- 1.9 % quotation of
references for additional study literature, etc …
IV. Participant’s characteristics – case study (8) Feeling of isolation
Sense of belongingness (as a value)
Feeling verylonely
1 2 3 4 Do not feel lonely
6.5 % 7.1 % 12.9 % 27.1 % 31 % 15.5 %
Not important
1 2 3 4Very important
1.9 % 4.5 % 8.4 % 29.7 % 33.5 % 21.9 %
V. Discussion (1) Neither a cutting edge technology is not enough
(and/or is not a guarantee) for success in e-learning process.
Participants in e-learning process have different set of personal characteristics- suitability for participation in e-learning process vs. prospects to succeed in e-learning process
For positioning (potential) participants of e-learning process, we defined a continuum. On one extreme are participants who have very favorable characteristics and therefore good prospects to succeed in e-learning process; on the other extreme are participants, who have less favorable characteristics and therefore fewer prospects to succeed in e-learning process.
V. Discussion (2) Participants who have good prospects to succeed
in e-learning process should have following personal characteristics:- Very positive attitudes towards usage of modern ICT (“almost prerequisite”);- High level of skills and knowledge for working with modern ICT and computers;- High motivation for studying;- High level of self-discipline; - High interest for participation in e-learning process;- Very positive attitudes towards usage of e-literature;- Low need for social interaction with peers
V. Discussion (3) Participants who have fewer prospects to succeed
in e-learning process have mainly following personal characteristics:- Very negative attitudes towards usage of modern ICT;- Low level of skills and knowledge for working with modern ICT and computers;- Low motivation for study;- Low level of self-discipline;- Low interest for participation in e-learning process;- Very negative attitudes towards usage of e-literature;- High need for social interaction with peers
VI. Concluding remarks Determined personal characteristics which could
importantly influence participants’ success in e-learning process could be used also as a self-evaluation test.
Potential participants who are interested in participation in e-learning process can determine their suitability for such a way of learning. On the other hand also providers of e-learning could determine suitability of potential participants according to selected set of personal characteristics.
With our discussion we are re-opening (again) the question about the importance of participants’ characteristics in e-learning process
