e-learning: education for everyone? special requirements on learners in internet-based learning...

Institut für Informatik und Wirtschaftsinformatik (ICB)

E-Learning: Education for Everyone? Special Requirements on Learners in Internet-based Learning Environments

EdMedia 2011, Lisbon Thomas Richter Heimo H. Adelsberger

Picture: Winding-tower, Essen

Pictures: University of Duisburg Essen


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Situation and research questions

n  Internet-based education (E-Learning) gains influence in higher and adult education1

n  Internet-based education processed provide new challenges for educators but also for learners2

n  Literature describes special challenges o  missing technological skills3 o  insufficient technological infrastructure4 o  lack of motivation5

o  others…

n  Question 1: Is Internet-based education adequate to all types of learners? Is there a risk to raise the educational gap?

n  Question 2: What are special skills Internet-based education demands from its learners?

1 Rey, G.D. (2009). E-Learning . 1. Aufl., Verlag Hans Huber, Bern. 2 Heidenreich, S. (2009). Pädagogische Anforderungen an das Lernhandeln im E-Learning . Verlag Dr. Kovač , Hamburg. 3 Edmundson, A. (2007). The Cultural Adaptation Process (CAP) Model: Designing E-Learning for Another Culture . In: Edmundson, A. (ed): Globalized E-Learning, Cultural Challenges . Idea Group, U.S., 2007, pp. 267-290. 4 Keller, J. (2008). First principles of motivation to learn and e3-learning . Distance Education, 29 (2), 175-185. 5 Dennen, V.P. & Wieland K. (2007). From Interaction to Intersubjectivity: Facilitating online group discourse processes . In: Distance Education, 28 (3), 281 – 297.


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Study setting

n  Delphi study1 n  65 experts from Germany, Austria, & Switzerland selected (criteria:

internat. recognized expertize) and invited for participation n  18 experts finally participated

n  step 1: semi structured telephone-based interviews (12-35 min.); interviews conducted in German language

n  step 2: building dimensions n  step 3: experts evaluate meaningfulness of aspects on a scale

between 1 (lowest ranking) and 6 (highest ranking) à 16 of the 18 experts returned evaluated lists

n  step 4: additional discussion of findings with 3 of the experts

1 Linstone, H.A. & Turoff, M. (1975). The Delphi Method: Techniques and Applications . Adison-Wesley.


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Study: Field manual

n  What in your opinion are the basic differences between Internet-based learning and traditional face-to-face learning situations? o  space / time o  communication o  self directed learning (time, learning materials)

n  In your opinion, which abilities does a learner need to successfully deal with an Internet-based learning process? o  technological knowledge/abilities o  communication abilities o  self-responsibility, motivation

à The more detailed “hints” were just needed in 2 cases in which the interviews did not “flow”

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Findings Item(s) Ranking (max.

16*6=96) self motivation, self organization, capability to independently organize the learning process, self discipline, personal initiative

86-80

competency in self learning, autonomy, self-responsibility, openness regarding IT, stamina, Internet competences, target-oriented working style, ability to adopt uncommon educational methods

79-71

ability and willingness to self-explore technical environments (e.g. the LMS’s functions), ability to assess oneself, competency for communication, ability to organize (working groups), media competency

69-66

technological and technical understanding, humility (ability to accept personal criticism), ability to collaborate (team related skills), mediation ability, patience, competency to do scientific work

59-52

openness regarding cultural differences, given expertise, practical experiences, English skills, culture-competency

49-42


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Study: discussion of the outcomes

n  general requirements: learners should or have to meet in order to successfully participate in Internet-based education

n  listed requirements/skills (exception English language skill) are not crucial for face-to-face educational scenarios

n  English skill and cultural competency not expected/needed in e-Learning: e-Learning is locally/regionally distributed

n  Internet-based learning is self-directed learning – full adaptation of f-2-f educational scenarios not focused

n  expected skills require a relatively high level of maturity in learning abilities and soft-skills: Is Internet-based learning suitable for K12? (Internet-based learning in Germany/Austria/Switzerland mainly used in AE/HE)

à Unused potential: international distribution & K12 education 1


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How can we support learners?

n  Preliminary talks with the learners should be standard o  understand the differences (to f-2-f education) o  be aware of the differences (motivation, organization, needed

computer/Internet literacy) o  be able to deal with the differences (train)

n  Group-work related skills must be trained o  communication without eye-contact o  conflict prevention and –solving strategies (needed in early

educational level anyways)

n  Pick up learners where they are … maybe blended learning is “the better start”

n  If international participants included: Cultural awareness o  teach cultural awareness (know own culture and that there are

differences to others) o  raise acceptance of cultural differences

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Conclusions

n  Internet-based learning scenarios demand special skills from the learners which are not demanded within face-2-face learning scenarios

n  Those skills are not naturally given or currently taught within f-2-f learning scenarios

n  Learners require preparation, else may o  loose initial motivation o  fail educational goals

n  Providing support is possible and urgently needed!

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Thank you very much for your attention!

Are there any questions? (Also feel free to contact me after the session

or via e-mail)

[email protected]

e-learning: education for everyone? special requirements on learners in internet-based learning...

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