Learners’ Technology Use in Further Education

Prof. Rhona Sharpe, OCSLDProf. Liz Browne, Education

Dr. Greg Benfield, OCSLDDr. Metaxia Pavlakou, OCSLD

Dr. Winnie Wu, OCSLDMarilyn Hockley, consultant

Ellen Lessner, Jisc consultant

http://digitalstudent.jiscinvolve.org.uk

How did this research arise?

Invitation to Tender

http://digitalstudent.jiscinvolve.org.uk

Focus of today’s session

Learner profileCard sort

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

Conceptualizing differences in learners' experiences of e-learning: a review of contextual models

Sharpe (2010) Available from HEA website

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 differently5. Stable differences in personality cause individuals to respond

differently6. Experiences change over time as learners mature

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

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

LEARNER PROFILE

1.a) 37% own a desktop computerb) 83% own a laptopc) 55% own a tabletd) 93% own a smartphone

2. a) 76% use the computer every dayb) 94% access the Internet daily

LEARNER PROFILE

1.a) 37% own a desktop computerb) 83% own a laptopc) 55% own a tabletd) 93% own a smartphone

2. a) 76% use the computer every dayb) 94% access the Internet daily

3. 93% use social networking sitesBut 47% use web forums to find out about a subject

4. 47% access course materials through the VLEBut 60% use online learning materials they found themselves.

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

0 10 20 30 40 50 60 70 80 90 100

Which do you use in your personal and social life?

Which do you use in your studies?

SimulationsVideo conferencing

Discussion forume-portfolio

Design toolsWeb presentWhiteboard

Web forumsVLECBT

SpreadsheetsSubmitting assessment

Learning materials found myselfMobile/tablet

LibraryEmail tutor

PPTWord processing

Search engine

0 10 20 30 40 50 60 70 80 90 100

Patterns of useVARIABLES 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)

What has relationships with personal & social uses of technology?

Significant Chi-squared tests

What has relationships with educational uses of technology?

Significant Chi-squared tests

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.

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?

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 standardLearners 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

Card sort activity

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.

LEARNER EXPECTATIONS

LITERATURE REVIEW1. 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 GROUP FINDINGS

LITERATURE REVIEW1. 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 GROUPS1. Modern learning resources that

are easy to find and use2. The college to provide what we

need3. The same or better services as

in school4. Don’t assume we are all digitally

literate5. We need ongoing development6. Ask us what we need7. We want to work with lecturers

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

Find out more…

Digital Student #digitalstudent

Rhona Sharpersharpe@brookes.ac.ukSarah Knightsarah.knight@jisc.ac.uk

http://digitalstudent.jiscinvolve.org

Except where otherwise noted, this work is licensed under CC-BY-NC-ND