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