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Technology-assisted LearningJaqui Hewitt-Taylor aa Institute of Health and Community Studies , BournemouthUniversity , Bournemouth, UK E-mail:Published online: 03 Aug 2010.

To cite this article: Jaqui Hewitt-Taylor (2003) Technology-assisted Learning, Journal of Further andHigher Education, 27:4, 457-464, DOI: 10.1080/0309877032000128136

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Journal of Further and Higher Education,Vol. 27, No. 4, November 2003

Technology-assisted LearningJAQUI HEWITT-TAYLORInstitute of Health and Community Studies, Bournemouth University, Bournemouth,UK. Email: jcdeht@yahoo.co.uk

ABSTRACT Information technology provides potential advantages for educational pro-vision in terms of flexible access, decreased need for on-site teaching accommodation andenhanced explanations by the use of special electronic effects. However, in order for studentsto gain the maximum benefit from the use of technology to assist in learning, there arespecific issues that must be addressed by those designing and providing this type ofeducation. This paper highlights some of these issues. These include clarification of theteacher’s role, the skills required and parameters which must be considered in facilitatinginformation technology, assisted learning and the planning required to ensure that acoordinated educational experience is offered.

Introduction

The use of information technology to support learning has the potential to revol-utionise education provision. It can widen access, increase flexibility and reduce theneed for on-site teaching accommodation. However, electronic scholarship it is nota universal panacea for the challenges inherent in devising and delivering highquality education experiences.

Information technology has significantly altered the instructional methods andmaterials that can be used to facilitate learning. This includes the use of interactivematerials which provide simulated practical experiences, enhanced visual explana-tions and on-line discussions between teachers and students (McConnell, 2000;Barratt, 2001; Le Stein, 2001; McFazdean, 2001). The nature of technology-as-sisted learning also provides the potential for the roles of teacher and learner to shiftin a way which focuses the teacher’s role clearly onto facilitating learning rather thantransmitting facts. Such innovations thus undoubtedly have the potential to enhanceeducation provision for students and role satisfaction for teachers (Anthony, 2000;Armstrong, 2000; O’Leary, 2000).

However, the planning and implementation of technology-assisted learning re-quires attention if it is to be a comprehensive learning experience. This paperidentifies the need for well-planned and appropriately supported approaches totechnology-assisted education if these are to form a meaningful and completeexperience compared with more traditional or face-to-face taught courses.

ISSN 0309-877X print; ISSN 1469-9486 online/03/040457-08 2003 NATFHEDOI: 10.1080/0309877032000128136

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The Teacher’s Role

The original form of remote access learning was correspondence courses using hardcopy materials and communication by post (Rumble, 1989). A logical 21st centurydevelopment of this form of learning is the use of web-based materials for thedelivery of course content and electronic communication between teacher andstudent. Like the original correspondence courses, this approach allows students tostudy course materials outside the classroom environment, with the support of ateacher. The wide range of electronic media available means that presented materi-als can now be interactive and visually enhanced. It also means that the correspon-dence element of learning can be significantly sped up and delays in discussion andfeedback reduced. This can increase and maintain student interest and motivationto continue studying. However, what should not be overlooked in the use oftechnology-assisted learning is the correspondence element: communication be-tween facilitator and learner.

High quality facilitation is thought to be necessary to optimise students’ learningexperiences (Fox et al., 2001). Irrespective of the chosen method of communication,in learning which is accessed at a distance from the provider institution theavailability of staff who are skilled in facilitating learning for students with whomthey are not in face-to-face contact is important. This is one of the elements thatdistinguishes a learning experience from the isolated use of specific electronicpackages or media to deliver information. Teachers must not lose sight of this andmust be able to articulate this principle in order to avoid the perception that they areoptional extras in a learning encounter that can be replaced by special technologicaleffects and on-line lecture notes.

McFazdean (2001) suggests that optimum learning requires students to beactively involved in the process of knowledge acquisition. Teachers must be ableto assist students to engage with course content in a manner which encouragesthem to critically evaluate the presented material, and its application to theirparticular area of work or interest where the subject is applied rather than pure.This includes guiding discussion, encouraging students to challenge their as-sumptions and those of others and seeking to evaluate the practical application oftheories where appropriate. This is a part of the facilitators’ role in any educationencounter. However, in technology-assisted learning teachers must be able tohelp students to move from automatic acceptance of presented materials tochallenging this, discussing, analysing and reaching conclusions without face-to-face contact.

Rolfe (1993) states that the facilitator’s role in any educational encounter includessetting a physical, social and psychological environment appropriate for learning. Inremote access learning, as well as the skills of facilitation, teachers must therefore beequipped with the skills required to use information technology and confidence touse this for group discussion forums and interactive features as well as one-to-onecontact. This includes the teacher gauging the level of intervention which is appro-priate in group discussions, keeping track of all contributions and challenging andencouraging participation without seeming to criticise. They must also be able to

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help students to develop the skills necessary for electronic academic discussions ina one-to-one and group situation.

There is often a suggestion that the use of remote access learning will reduceteachers’ work by reducing their hours of classroom contact and the need to preparelectures. However, facilitating individual and group support for students studying inthis manner takes considerable time. It may well assist in the transition to individualsengaging in cognitive activity and learning, rather than teachers delivering factswhich it is assumed the student absorbs and learns. However, the intellectual effortand hours of input required of teachers will not necessarily be reduced and may evenbe increased as they seek to assist individual students to make sense of coursematerials alongside their peers.

Adult Learning

How the chosen methods of enabling learning link with the philosophical ortheoretical approach to teaching and learning which underpins the unit of study inquestion is important to establish. Brunt and Scott (1986) suggest that the mostimportant factor in distance learning is that tutors are able to act as facilitators oflearning, rather than information givers, stimulating discussion, reflection andlearning. This links with what is often described as an ‘adult learning’ approach.Adult learning has been described as a situation in which students are involved inthe process of their learning, being co-participants with the teacher in the acquisitionof knowledge and understanding, rather than passive recipients of information whichis presented to them (Knowles, 1990; Rogers, 1992). This approach has beendescribed as adult learning due to the suggestion that the way in which adults andchildren learn differs (Knowles, 1990; Rogers, 1992). However, the existence of atrue dichotomy between the learning of adults and children has been disputed(Hartree, 1984; Darbyshire, 1993) and the principle of this approach is based on theability of students to take responsibility for and become autonomous and self-direct-ing in learning rather than their age per se (Knowles, 1990). This is not the onlyinterpretation of adult learning, and Merriam (1993) considers it doubtful that aphenomenon as complex as adult learning will ever be explained by a single theory,model or set of principles. Nonetheless, the shift in focus on the teachers’ role intechnology-assisted learning tends towards this approach and requires teachers to befamiliar with their role within it and to feel confident in its use. Despite itscongruence with adult learning approaches which have been adopted in many areasof learning, it may remain problematical for teachers who are used to actingpredominantly as subject specialists.

Subject expertise is still necessary where remote access learning is used, to designcourse materials and to skillfully facilitate discussion in specialist areas. However,the way in which such knowledge is used in relation to student interaction ischanged in the facilitation of technology-assisted learning. Whilst subject experts areindispensable for providing input for course materials which students will use, theirpersonal interaction with students will be focused on facilitating individual and

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group discussion around the facts rather than presenting these themselves. Asdescribed by Heron (1989), such facilitation concerns bringing about learning, notteaching facts. This means that the teachers’ role is to help students to explore theissues which arise in relation to course materials, rather than instructing them as towhat these are.

McPhee and Nohr (2000) suggest that distance learning students may at timesfeel isolated in their studies, especially if they are new to this approach to learning.Given this possibility, emphasis needs to be placed on the relationship between theteacher and student. Unlike students on taught courses, students using remoteaccess may have their facilitator as their only point of contact, depending on theiravailability to interact with other students. Students who are unused to a non-at-tendance approach to learning may also need to develop their time managementskills and to develop skills which will enable them to study independently and alsoavail themselves of the support available (McPhee & Nohr, 2000; Hurd et al., 2001).

Equality of status and mutual respect are considered necessary in facilitativelearning (Heimstra & Brockett, 1991). Carnwell (2000) recommends that studentsand tutors should negotiate the tutor’s role and the student’s anticipated supportneeds. Role boundaries should be established, including the need for mutual respectof time and commitments. At the same time as meeting the student’s needs, theteacher’s right to privacy and appropriate regard for their time must be established(Williams, 1998). There is the potential for facilitators of remote access learning tobe perceived as on 24-hour call for students, especially where they are facilitating thelearning of students in a several different countries. The ground rules for contactshould be established at an early stage so that all parties are clear about what arereasonable expectations so that teachers do not feel overburdened or studentsneglected.

Goal Setting

The negotiations between teacher and student also include the balance betweenencouraging student achievement and respecting their right to place their studieswithin their other life priorities. The important outcomes for students should bediscussed, so that both they and the facilitator are clear about the goals towardswhich the student wishes to progress.

The use of technology can increase the flexibility and accessibility of learning forstudents for whom classroom attendance would be problematical. This may make itparticularly attractive for mature students who have to juggle home commitments,work commitments and study time. Motivation theories generally acknowledgeexternal (extrinsic) and internal (intrinsic) forces. Extrinsic forces are described asthose aimed at material or social rewards or pleasing others, whereas intrinsicmotivation concerns personal satisfaction (Curzon, 1990). Rogers (1992, pp. 11–12) suggests that mature people seek education for: occupational needs; socialneeds; personal interest; cognitive values; to ‘get on in the world’. It is also clear thata mix of motives is often the reality for adult students and that motivation

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to learn will often be combined with motivation in relation to other important lifeevents or commitments.

Understanding the student’s desired outcomes and reasons for this will help thefacilitator in negotiating the level and style of support which each student requires,the direction which this should take and what will be a good outcome for them. Thisis relevant in all adult education encounters, but in many cases students have chosento study at a distance because it is the only way in which they can study or themethod which best suits a busy lifestyle, rather than it being their absolute prefer-ence. It is therefore realistic to expect that they will have specific goals, which maynot fit the educational ideal of absolute maximum achievement of intellectualpotential. For some students the reality is that good enough will do or, given theircircumstances, is all that they can realistically aim for.

Planning

Taught courses must be planned to ensure that content is logically developed, withappropriate links between themes, meets curricular outcomes, is at an appropriateacademic level, is comprehensible to students and is assessed in an appropriate andvaried manner. This applies equally to remote access learning and includes theextent to which the underpinning theory or philosophy of the unit of study fits thestudents’ ability to use this approach (Heimstra & Brockett, 1991). There has beendebate concerning how students who are unused to a facilitative approach can bestbe helped to adapt to and benefit from it (Knowles, 1990; Ryan, 1993; Taylor &Burgess, 1995). Taylor (1997) believes that this requires ongoing support during itsimplementation and how this can best be achieved should be considered at theplanning stage.

The specialist knowledge of subject experts and curriculum designers must becombined with knowledge of what will be a suitable presentation format or activityfor on-screen learning and the ways in which such packages can be designed tochallenge student thinking and analytical skills. If such planning is not carried outthere is a risk that materials will be developed which have excellent academiccontent but which are not user friendly or which are technically attractive but whichdo not result in a cohesive learning experience.

The driving force in course design should be the educational aims of the course,not the software package or technological features involved. The use of impressiveinteractive features or simulated exercises should not been seen as a valid replace-ment for the overall planning of an educationally sound course. Whilst such featuresare likely to enhance learning where used appropriately and increase student interestin the subject studied, the links between these and other elements of learning andhow they will contribute to the development of critical and analytical thought mustbe considered.

As well as consideration of students’ familiarity with a facilitative approach tolearning, the variety of factors which may motivate students to study and thecircumstances under which they may be studying should also be taken into accountat the planning stage. This includes resource issues both from a practical perspective

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and from the point of view of how these will affect student motivation. Thenecessary resources for any course of study should be identified and costed accu-rately. The same applies to courses which use information technology as a mode ofdelivery. The use of information technology to present learning materials is un-doubtedly attractive and appears the logical way forward in the twenty-first century.It is nonetheless important to determine, at the planning stage, that teachers andstudents will have the facilities to access and use the necessary materials withoutincurring great expense or inconvenience. This includes appropriate hardware andsoftware and technical support, both initially and for ongoing troubleshooting. Fortechnology-supported learning to be effective, high quality, easily accessible trou-bleshooting teams must support teachers. Consideration must also be given to theeffects of technological breakdown on students’ academic activities and assessmentprocesses, and the responsibilities of the organisation offering the course and thestudent in this respect must be explicit at the outset.

Conclusion

Information technology has the potential to widen access to educational opportuni-ties and provide increased flexibility in learning. Its use in learning situations canenhance the students’ experience by providing fast and easy access for those learningat a distance and enhanced presentation of course materials. However, it involves anumber of issues which must be considered before this is implemented.

Amongst the key issues involved in using information technology to assist learningis the role of the teacher. Far from diminishing their role, the use of technology-as-sisted learning means that teachers must continue to be actively involved in planninga learning experience which is logically developed, meets curricular outcomes, is atan appropriate academic level, is comprehensible to students and is assessed in anappropriate and varied manner. It also involves teachers being available and able tofacilitate student learning and to adjust their skills in face-to-face facilitation tosupport students who are learning at a distance. It is thus clear that whilst technol-ogy can be used to enhance learning, the role of a skilled teacher in designing andfacilitating the learning experience is a vital component of this.

Technology itself cannot be used as a quick fix for courses which are poorlydeveloped, lack appropriate content or for which there is inadequate tutorial sup-port. The ability of students and teachers to effectively use any technology associ-ated with course materials must be considered at the course design stage, so that anysuch applications enhance, rather than detract from, student learning. In addition,the cost of adequate hardware, software and technical support (both initial andongoing) must be considered in the cost to the education provider and students.

This requires diligent planning of the entire learning experience and coursematerials by course designers, to ensure that a complete learning experience isprovided. It also requires those supporting students to have the time and skills toassist students to optimise their learning and its application.

Transferring lecture notes to e-blackboards or providing on-line demonstrationsand e-debating forums may be a good way to present course material without

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reliance on mass lectures, enabling teachers to focus their time on facilitatingquestioning, discovery and critical thought, resulting in depth of learning. However,if the role of the teacher is not made clear it is likely that teachers will become adispensable facility and education reduced to the presentation of materials in apotentially uncoordinated manner, using a variety of impressive media which maynot encourage depth of learning or challenging of the established perception of facts.

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