Students attitudes to distance

education at Lund University, SE Ebba Ossiannnilsson, PhD

EADTU , Paris 24th October 2013

Ebba Ossiannilsson, PhD Lunds Universitet

Ossiannilsson (2012) Benchmarking (e)-

learning in higher education, Doctoral

dissertation, Oulu University, Finland

Ossiannilsson (2012) Students Attitudes to

Distance Education at Lund University, SE

2000 Quality in

netbased learning

2003 BM ESMU

2006 Sustainable

education

2008 Netbased

education and

internationalisation

2008-2011 3 BM

2010 NAHE

Distance studies are increasing in Sweden

One tenth to now

nearly one third of

all university

students in the

country over the

last ten years.

Distance Learning in Higher Education in

Sweden (SCB, 2012)

Document the distance

students' attitudes towards

distance education at university

and to get their views on how

the programme worked for them

The aims of the students of

taking distance education

The reasons why the students

were studying at a distance

The students’ perception of the

quality of distance education

by Stephanie Lowman

Thematic issues Statistic Sweden 2012

Registration on course and degree of activity

Completion of the course and reasons if this was not the case

Reasons for seeking distance learning

Effectiveness

Satisfaction dimensions

If the course required physical meetings

Learning platform

If learning centers were used (physical meeting places)

Cooperation between students

Teachers’ availability

Employment and study funding

Other comments

What´s in it for me?

Aim for Lund University

To learn from the results and the students'

responses about how they evaluated their

experiences of distance studying at

Lund University.

Taking part in this investigation

was part of the quality

assurance programme at

the University.

Population nationally and at LU

17 000 students on distance courses in

autumn 2010 at Swedish universities

The response rate was 49 percent.

Campus students 4 000 people who were

registered on one or more campus-based

courses in higher education in the country

during the autumn term 2010. The

response rate for this group was 47

percent.

800 students on distance courses in

autumn 2010 at Lund University.

Response rate almost 50 %

Why students are on DE

Interest in the subject is

the main reason for the

choice of the distance

courses

The majority stated that

they never intended to

take credits or to

complete the distance

learning course

Distance learning is

usually a sideline

Distance students have

usually previously

studied at universities

.

It is more common to study fully

online courses

Programme students at a

distance are diligent learning

centre visitors

Working while studying is most

common reason for choosing

distance learning

The majority of distance

learners are women

Reasons for studying at distance at LU

Student’s interest in the subject

/ course content (70 percent)

To train for a profession /

degree (22 percent)

To increase the chances of

getting work / other work (20

percent)

Training in their current work (18

percent)

Main results for students at LU (1)

Motivation and creation of incentives to complete the

course required

The interest in the subject was the crucial motivation for

choosing the distance learning course

It suited the student’s life situation

There was a high degree of satisfaction and effectivenes

There was little cooperation and interaction on the course

among fellow students on the course

Proficiency training in critical thinking and problem solving

were highly ranked

Students expressed dissatisfaction on study social support

and influence

Main results for students at LU (2)

Half of the students completed and finished the current

course

Most of the students never intended to pursue the course

More flexibility, transparency and attendance of teachers

was desirable

Educational, technical and administrative development,

innovation and skills are desirable

The most common reasons for non-completion were

focusing on work or other courses as well as the distance

course

There was relatively little difference between the faculties

Low exploitation of learning centres

Distance learners stated

critical thinking

and problem-solving

characteristics captured

largely by the education.

These abilities are not

stressed at all for campus

students.

Dissatisfactions

Low level of co-

operation and

collaboration

No satisfaction

on study social

issues

Quality

Teachers' availability, presence,

and to utilise the network's full

potential, are listed as hallmarks

of quality and degree of

satisfaction in distance

education and learning.

Course design and

examinations, as well as

transparency and flexibility in

the course, are likewise

particular satisfaction indicators.

cc by stijnbern

Personalization… …take the individuals

perspective on course design,

delivery, learning mode,

assessment etc….

Ossiannilsson E & Landgren L (2011). Essential areas that

benchmarking e-learning ought to cover. Reprinted with permission

from Wiley-Blackwell.

Distance education in Sweden, a study

by NAHE 2010

Lifelong learning

Widening recruitment

Low completion rate

No single definiton

Extensive need for

pedagoical

development

Potentials to expand

internationally

Completion rate (Nordström 2012)

Exams and

communication

If the course is offering

regularly

Teamwork

Study guideline

Recordings for

repetition

Personalisation

Level of presence

:

The results showed the need for

methodological development

Quality work; development, implementation,

and evaluation

Critical quality areas/indicators/processes for

distance

Pedagogy and didactics

The use of digitalisation potentials

Organisation and infrastructure

Preparing students for jobs which

doesn´t even exists today

Reflections

It is debatable whether this type of training has a different

values compared to that of on-campus undergraduate

programmes and can be attributed to the university's

responsibility for engaging with wider society and providing

training in the form of education, non-formal education and

lifelong learning. Conclusions from the Statistics Sweden

study show that many students would never have studied at

universities if they had not been able to study at a distance,

i.e. moving to a new city to study on campus would have

been impossible for many. Many of them would have

instead turned to unskilled jobs

Caring is sharing, sharing is caring

Footprints

W:www.lu.se/ced

E:Ebba.Ossiannilsson@ced.lu.se

FB:Ebba Ossiannilsson

T:@EbbaOssian

Phone: +4670995448

S:http://www.slideshare.net/Ebba

Ossiann

B:

http://e4qualityinnovationandlearn

ing.blogspot.se/