ENGLISH 7_Q4_LESSON 2_ Employing a Variety of Strategies for Effective Interp...
Learners Technology use in Further Education
1. Learners’ Technology Use in Further Education
Prof. Rhona Sharpe, OCSLD
Prof. Liz Browne, Education
Dr. Greg Benfield, OCSLD
Dr. Metaxia Pavlakou, OCSLD
Dr. Winnie Wu, OCSLD
Marilyn Hockley, consultant
Ellen Lessner, Jisc consultant
http://digitalstudent.jiscinvolve.org.uk
2. How did this research arise?
Invitation to Tender
http://digitalstudent.jiscinvolve.org.uk
4. LEARNERS IN 6 FE COLLEGES
MALE FEMALE TOTAL
BTEC Level 3 extended diploma ICT 26 3 29
Health and Social Care Level 3 3 31 34
Animal Management 10 24 34
A level Sociology 20 22 42
Child Health and Social Care Higher 3 26 29
Creative Media Production 26 22 48
TOTALS 88 128 216
5. Conceptualizing differences in learners' experiences
of e-learning: a review of contextual models
Sharpe (2010)
Available from
HEA website
6. Six broad conceptions for learner difference
Sharpe (2010)
1. Experiences are determined by the changing role of
technology in society
2. Experience is a complex interplay between the spaces student
inhabit, the tools they use and the people they engage with
3. Learners’ experiences are a malleable response to their local
pedagogic context
4. Learners think and conceive of learning differently
5. Stable differences in personality cause individuals to respond
differently
6. Experiences change over time as learners mature
7. Why do we need primary research?
• Find evidence with supports our experiences
• Or challenge our assumptions about learners
• See if our experiences are shared more widely
• Assess how quickly things are changing
• Provide evidence which can be used by
teachers, managers and policy makers
• Look for relationships between variables in
complex situations
Desk
research
Focus
groups
Consultation
events
8. What do YOU know about learners in FE?
What percentage
1. Own a) desktop b) laptop c) tablet d) smartphone?
2. Every day use a) computer and b) internet
3. Use social networking websites in social life
4. Access course materials through a VLE
9. LEARNER PROFILE
1.
a) 37% own a desktop computer
b) 83% own a laptop
c) 55% own a tablet
d) 93% own a smartphone
2.
a) 76% use the computer every day
b) 94% access the Internet daily
10. LEARNER PROFILE
1.
a) 37% own a desktop computer
b) 83% own a laptop
c) 55% own a tablet
d) 93% own a smartphone
2.
a) 76% use the computer every day
b) 94% access the Internet daily
3. 93% use social networking sites
But 47% use web forums to find out
about a subject
4. 47% access course materials
through the VLE
But 60% use online learning
materials they found themselves.
11. 0 10 20 30 40 50 60 70 80 90 100
Upload video/photo
Internet on smartphone
Video on demand
Watch video streamed
Messaging apps
Social networking
Own blog/website
Download podcasts
Online discussions
Gaming
Use Wikis/blogs
Which do you use in your personal
and social life?
12. Which do you use in your studies?
0 10 20 30 40 50 60 70 80 90 100
Simulations
Video conferencing
Discussion forum
e-portfolio
Design tools
Web present
Whiteboard
Web forums
VLE
CBT
Spreadsheets
Submitting assessment
Learning materials found myself
Mobile/tablet
Library
Email tutor
PPT
Word processing
Search engine
13. Patterns of use
VARIABLES OF INTEREST
• A3. Age
• A4. Gender
• A5. College (course)
• B6. Ownership (desktop,
laptop, tablet)
• B3. Use a computer (daily,
few times a week, less than this)
14. What has relationships with personal & social uses of technology?
Significant Chi-squared tests
15. What has relationships with educational uses of technology?
Significant Chi-squared tests
16. What is associated with technology use?
FINDINGS
1. Ownership and use of technologies is high but not total
2. There are differences between how learners use
technology in their personal and educational lives
3. We think we might be seeing a pattern of use from
intensive computer users
4. The ways that most learners use technology in support of
their studies is predominately influenced by the course.
17. Venkatesh (2003) User acceptance of IT, MIS Quarterly, 27(3)
Mediators Beliefs about..
Performance
expectancy
… the usefulness of the technology for personal gain
Effort expectancy ... degree of difficulties or ease of technology
Facility conditions … the organisation and technical infrastructure
Social influences Beliefs of others about the above
What other factors might mediate technology use?
18. Venkatesh (2003) User acceptance of IT, MIS Quarterly, 27(3)
Mediators Beliefs about..
Performance
expectancy
Learners are committed to technology as an
enhancement to their educational performance
Effort expectancy Access to technology considered to be good,
Facility conditions Concerns that technology is not industry standard
Learners want to be consulted about tech choices.
Social influences Learners who are good at technology are respected by
their peers. Learners support one another.
Some findings
20. Instructions for card sort
• Take the cards out of the envelope and lay them on the table so
that all are visible.
• Put the ‘theme heading’ at the top and after a group discussion,
put the remaining cards in order of importance underneath the
theme card
• If you want to add something to the existing cards, use a post-it
and stick it on the ‘Any other’ card.
• If you don’t understand a card or consider it unimportant, put it
back in the envelope.
• Timed exercise keeps everyone on task.
21. LEARNER EXPECTATIONS
LITERATURE REVIEW
1. Learning to be enhanced by the
college’s use of technology e.g. VLE,
online submission and assessment,
mobile learning.
2. To have anywhere, anytime, any
device access to course materials
3. To have access to both formal and
informal supports on and off campus
4. To learn how technology is used in
the workplace
5. To be asked about our views and for
them to make a difference
22. FOCUS GROUP FINDINGS
LITERATURE REVIEW
1. Learning to be enhanced by the
college’s use of technology e.g. VLE,
online submission and assessment,
mobile learning.
2. To have anywhere, anytime, any
device access to course materials
3. To have access to both formal and
informal supports on and off campus
4. To learn how technology is used in
the workplace
5. To be asked about our views and for
them to make a difference
FOCUS GROUPS
1. Modern learning resources that
are easy to find and use
2. The college to provide what we
need
3. The same or better services as
in school
4. Don’t assume we are all digitally
literate
5. We need ongoing development
6. Ask us what we need
7. We want to work with lecturers
23. Why do we need primary research?
• Find evidence with supports our experiences
• Or challenge our assumptions about learners
• See if our experiences are shared more widely
• Assess how quickly things are changing
• Provide evidence which can be used by
teachers, managers and policy makers
• Look for relationships between variables in
complex situations
Desk
research
Focus
groups
Consultation
events
24. Find out more…
Digital Student #digitalstudent
Rhona Sharpe
rsharpe@brookes.ac.uk
Sarah Knight
sarah.knight@jisc.ac.uk
http://digitalstudent.jiscinvolve.org
Except where otherwise noted, this
work is licensed under CC-BY-NC-ND
Notes de l'éditeur
Mix from HE and FE
Part of JISC digital student programme
Taken off that first cluster of search engines etc because assumptions of chi-squared not met because frequencies so high
Also last two taken off (vC and simulations ‘cos no-one doing them)
Not sure what is going on with Gender and Course here. Did have some courses with high gender skews (ICT nad child health)
There’s a lot more in the data to pull out e.g. year of study
Haven’t started looking at disability / assistive technology
If the course is so important, how can teachers moderate
If the course is so important, how can teachers moderate
Normally would put cards on flipchart paper with blutack and pin all on the wall for further discussion and comparison of different groups of students
Participating in the discussion is important to this exercise
Listening to the students’ (or staff if used in staff training) discussion will give you a lot of information. Recording comments isn’t easy but it may be valuable.
If you would like to look at the cards from another theme, just ask but please put first theme cards back in the envelope.
Normally would put cards on flipchart paper with blutack and pin all on the wall for further discussion and comparison of different groups of students
Participating in the discussion is important to this exercise
Listening to the students’ (or staff if used in staff training) discussion will give you a lot of information. Recording comments isn’t easy but it may be valuable.
If you would like to look at the cards from another theme, just ask but please put first theme cards back in the envelope.
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