Informing eLearning design and Informing eLearning design and practice: lessons learned from practice: lessons learned from

the student experience of the student experience of eLearning eLearning

Mandy AtkinsonMandy Atkinson

Dr. Kate Armstrong Dr. Kate Armstrong

Project OverviewProject Overview

Building on a previous research project Building on a previous research project involving the student experience of involving the student experience of eLearning (Atkinson, 2005) it involves eLearning (Atkinson, 2005) it involves qualitative focus groups with undergraduate qualitative focus groups with undergraduate students experiencing elearning through students experiencing elearning through their studies within three different Schools their studies within three different Schools within the University.within the University.

Project ContextProject Context

Funding sought from LEAP in 2006 to research the student Funding sought from LEAP in 2006 to research the student experiences of eLearning further. experiences of eLearning further.

This time looking at eLearning experiences across This time looking at eLearning experiences across three three SchoolsSchools within the University and looking at within the University and looking at firstfirst and and third third yearyear undergraduate students, as they start and end their undergraduate students, as they start and end their undergraduate studies (BUS, CMS, HUM)undergraduate studies (BUS, CMS, HUM)

There are limited studies in the area of the student There are limited studies in the area of the student experience and fewer studies that look at the study of experience and fewer studies that look at the study of eLearning comprehensively. Most studies in regard to the eLearning comprehensively. Most studies in regard to the innovation of eLearning are taken from a tutor perspective innovation of eLearning are taken from a tutor perspective (Sharpe, Benfield, Lessner & DeCicco, 2005). (Sharpe, Benfield, Lessner & DeCicco, 2005).

The investigation drew on an instrument developed by The investigation drew on an instrument developed by (Delvin 2002) for gathering student perceptions of teaching (Delvin 2002) for gathering student perceptions of teaching and learning which acknowledges the significant value of and learning which acknowledges the significant value of detailed student views on their learning environments. detailed student views on their learning environments.

Aim and objectivesAim and objectives

To explore students understanding of e-learning To explore students understanding of e-learning To explore the students’ past and present To explore the students’ past and present

experiences of e-learning experiences of e-learning To explore the students’ perceptions of their type To explore the students’ perceptions of their type

of learning style of learning style To explore student’s preconceptions of learning To explore student’s preconceptions of learning

expectations prior to joining University expectations prior to joining University To explore positive and negative aspects of the To explore positive and negative aspects of the

student experience and how this can inform student experience and how this can inform elearning practice amongst teachers and improve elearning practice amongst teachers and improve elearning delivery.elearning delivery.

Challenges of eLearningChallenges of eLearning

As a result of the rapid development of the internet and As a result of the rapid development of the internet and web based resources there has been a substantial web based resources there has been a substantial expansion in elearning, which impacts upon the quality of expansion in elearning, which impacts upon the quality of teaching and learning received (Kramer 2000)teaching and learning received (Kramer 2000)

The prominence and importance of ICT in HE continues to The prominence and importance of ICT in HE continues to grow each year (Selwyn 2003) although social & grow each year (Selwyn 2003) although social & pscychological barriers are still paramount despite ICT pscychological barriers are still paramount despite ICT skills (Crampthorn 2004)skills (Crampthorn 2004)

The wide range of participants getting involved in elearning The wide range of participants getting involved in elearning is so diverse adding to the challenge (Harris and Higgson is so diverse adding to the challenge (Harris and Higgson 2003)2003)

Use of technologies vary tremendously in purpose and Use of technologies vary tremendously in purpose and practice (Ehrmann 1995)practice (Ehrmann 1995)

MethodologyMethodology

The study aims to explore The study aims to explore experiencesexperiences and and expectationsexpectations

Methodology was qualitative and takes an Methodology was qualitative and takes an interpretive, phenomenological approachinterpretive, phenomenological approach

Interpretive researchers begin their study Interpretive researchers begin their study with the assumption that a phenomenon can with the assumption that a phenomenon can only be understood through the mouthpiece only be understood through the mouthpiece of the individuals who experience it (Myers, of the individuals who experience it (Myers, 1997).1997).

Interpretive ResearchInterpretive Research

Interpretive research = understanding Interpretive research = understanding phenomena through meanings that people phenomena through meanings that people assign to them assign to them

Does not predefine variables, but focuses Does not predefine variables, but focuses on the complexity of consumer behaviour as on the complexity of consumer behaviour as the situation emerges (Kaplan and Maxwell, the situation emerges (Kaplan and Maxwell, 1994) 1994)

PhenomenologyPhenomenology

Phenomenological inquiry asks: ‘Phenomenological inquiry asks: ‘What is the What is the structure and essence of experience of this structure and essence of experience of this phenomenon for people?’phenomenon for people?’ Patton (1990) Patton (1990)

Rich, thick descriptive data is produced, Rich, thick descriptive data is produced, allowing the researcher to then identify allowing the researcher to then identify patterns and themes, so that understanding patterns and themes, so that understanding can be generated can be generated

It has implications throughout the research It has implications throughout the research design – from conception to conclusiondesign – from conception to conclusion

Methodological ApproachMethodological Approach

WhoWho: 1: 1stst and 3 and 3rdrd year CMS, HUM, and BUS year CMS, HUM, and BUS studentsstudents

What: What: 1818 focus groups, mixed gender, focus groups, mixed gender, school, and level specificschool, and level specific

WhereWhere: Greenwich University: Greenwich University WhenWhen: May 2006 – June 2006: May 2006 – June 2006 Why: Why: To explore student experiences and To explore student experiences and

expectations of e-learning at Greenwich expectations of e-learning at Greenwich UniversityUniversity

RecruitmentRecruitment

EmailEmail Filter questionnaireFilter questionnaire InvitationInvitation CMS, HUM, BUS – 1CMS, HUM, BUS – 1stst & 3 & 3rdrd years years Focus group attendanceFocus group attendance Repeat above until convergence reachedRepeat above until convergence reached

Indicative ResultsIndicative Results

Majority of students were happy using (and Majority of students were happy using (and expected) technology in their learningexpected) technology in their learning

Perception of elearning Perception of elearning – Some confusion regarding the term ‘elearning’ Some confusion regarding the term ‘elearning’ – Elearning is being referred to by students as ‘everything Elearning is being referred to by students as ‘everything

on line that facilitates discussion & communication’on line that facilitates discussion & communication’

Issues regarding experience and expectations Issues regarding experience and expectations Impact of learning stylesImpact of learning styles Impact of cultureImpact of culture

The Cloudiness of E- Learning…’E’ The Cloudiness of E- Learning…’E’ is for ‘Everything?’….is for ‘Everything?’….

Positively, they all understood that the assimilation of knowledge and ‘learning’ is central to e-learning. However, they described E-learning as everything

that is ‘on line’ from the internet to downloading lecture slides.

Is this a problem?Are we in danger of diluting the impact & meaning of

e-learning? OOr should we embrace how they see e-learning, as

‘everything on line’?

The Scope of ElearningThe Scope of Elearning

““To see eLearning from the learner’s To see eLearning from the learner’s viewpoint, we must see technology in the viewpoint, we must see technology in the broadest sense possiblebroadest sense possible..” (Sharpe, ..” (Sharpe, Benfield, Lessner & DeCicco, 2005)Benfield, Lessner & DeCicco, 2005)

Student DefinitionsStudent Definitions

““It’s to do with on-line facilities and CD-Roms, It’s to do with on-line facilities and CD-Roms, learning through groups as well as individually. learning through groups as well as individually. Interaction outside of the classroom or lecture hours. Interaction outside of the classroom or lecture hours. Provides support and extra resources, reduces Provides support and extra resources, reduces administrationadministration”” (CMS, 3 (CMS, 3rdrd))

““[The lecturer] set us tasks every week and we [The lecturer] set us tasks every week and we would have to go onto webct and onto the discussion would have to go onto webct and onto the discussion board and write a synopsis on what we had read in board and write a synopsis on what we had read in journals that week. Which in affects aids your journals that week. Which in affects aids your learning. So everyone is posting their experiences so learning. So everyone is posting their experiences so it kind of forces you to discuss things”it kind of forces you to discuss things” (BUS, 3 (BUS, 3rdrd))

Student DefinitionsStudent Definitions

““Our response to e-learning is that e-learning is Our response to e-learning is that e-learning is using on-line resources for learning and this using on-line resources for learning and this includes articles, journals, newspapers, emails includes articles, journals, newspapers, emails and the internet and webCt”and the internet and webCt” (HUM, 1 (HUM, 1stst))

““Basically ..it’s a means of learning - the medium is electronic like Basically ..it’s a means of learning - the medium is electronic like internet, email, on-line chat systems, discussion boards. I think that e-internet, email, on-line chat systems, discussion boards. I think that e-learning is quite vast in its use, because we also have a knowledge learning is quite vast in its use, because we also have a knowledge base which is like an on-line library everybody adds information to that base which is like an on-line library everybody adds information to that library and you cannot be an expert in your field because things expire library and you cannot be an expert in your field because things expire so quickly. So if you want to have some special information about so quickly. So if you want to have some special information about anything you can go on-line and go to a knowledge base and get that anything you can go on-line and go to a knowledge base and get that

information from there”information from there” (CMS, 3(CMS, 3rdrd))

MSN innit?MSN innit?

Some students talked about their ‘e-learning’ Some students talked about their ‘e-learning’ experiences -experiences -

using MSN as a vehicleusing MSN as a vehiclefor communicatingfor communicatingwith colleagues to with colleagues to share information &share information &learn.learn.This is far-removed from This is far-removed from traditional definitions of traditional definitions of e-learning…..e-learning…..

“I use MSN as opposed to WebCT to talk to my

classmates, because it’s a lot quicker..that’s what a lot

of people in my class do too” (Male, BUS, 1st)

Attributes of E-LearningAttributes of E-Learning

The elearner’s experience is complex and conceptually The elearner’s experience is complex and conceptually involves many facets. These need to be explored and involves many facets. These need to be explored and unravelled to understand students attitudes, experiences unravelled to understand students attitudes, experiences and perceptions (Entwistle 2002).and perceptions (Entwistle 2002).

Students remarked on several attributes that they perceive Students remarked on several attributes that they perceive with e-learningwith e-learning– ConvenienceConvenience– Ease of use Ease of use – FlexibilityFlexibility– Time efficientTime efficient– Enhances learningEnhances learningNB need for effective student time managementNB need for effective student time management

Barriers to E-learningBarriers to E-learning

Need computer/web accessibility Need computer/web accessibility ““In student halls we share access to a laptop with six other students In student halls we share access to a laptop with six other students

and if I come into Uni I have to queue to use a PC” and if I come into Uni I have to queue to use a PC” (1(1stst year, HUM) year, HUM) IT savvy/literateIT savvy/literate Removed or limited face to face contact with tutors.Removed or limited face to face contact with tutors. Unclear expectations – of students and tutorsUnclear expectations – of students and tutors Computer problems – uncertainty with uploadingComputer problems – uncertainty with uploading Lack of input from tutors/disinterestLack of input from tutors/disinterest Lack of consistency across coursesLack of consistency across courses E-learning is no E-learning is no SUBSTITUTESUBSTITUTE for face to face contact for face to face contact Cheating (on on-line tests) Cheating (on on-line tests)

Current ClimateCurrent Climate

HumanitiesHumanities – CD content, online – CD content, online presentations, presentations, somesome webct webct

CMSCMS – Teachmat designed VLE, we thought – Teachmat designed VLE, we thought they would be more advanced in terms of they would be more advanced in terms of approach and student experiencesapproach and student experiences

BUSBUS – exclusive WebCT – exclusive WebCT

CMS ‘leaders?’

BUS‘followers?’

HUM‘laggards?’

E-learning progressive school timeline

Distinctions & DifferencesDistinctions & Differences Surprisingly, no stark difference across the three Surprisingly, no stark difference across the three

schools:schools:– The same issues/concernsThe same issues/concerns– Similar positive/negative experiencesSimilar positive/negative experiences

Unsurprisingly (?) differences noted between 1Unsurprisingly (?) differences noted between 1stst & 3 & 3rdrd years, with the 3years, with the 3rdrd years relying more heavily on on- years relying more heavily on on-line learning toolsline learning tools

Surprisingly, the 1Surprisingly, the 1stst years were not as savvy as we years were not as savvy as we expected, considering that they are typically expected, considering that they are typically associated with being an emerging ‘techno’ generationassociated with being an emerging ‘techno’ generation

Will this change in the future? Will this change in the future?

Cultural NuancesCultural Nuances

International students, especially those from International students, especially those from India had a higher level of expectation of e-India had a higher level of expectation of e-learning learning

“In India we had something called the blackboard, which was like

WebCT so the teacher puts all of the modules that he is doing and you can access the lecture notes and various resources ” (BUS, 3rd)

Cultural NuancesCultural Nuances

Culture and language have an influence on Culture and language have an influence on a learner’s reaction to eLearning (e.g. a learner’s reaction to eLearning (e.g. Engelbright & Sheldrake 2003)Engelbright & Sheldrake 2003)

Emerging influences Emerging influences

The range of influences on student as they learn The range of influences on student as they learn (Trigwell 1995)(Trigwell 1995)

The impact of the tutorThe impact of the tutor The impact of pedagogy and designThe impact of pedagogy and design Important issues concerning staff development in Important issues concerning staff development in

addition to teaching strategies such as teachers addition to teaching strategies such as teachers conception of learning has a major impact on conception of learning has a major impact on planning courses, teaching strategies and how planning courses, teaching strategies and how students learn (Alexander 2001)students learn (Alexander 2001)

Learning styles and approaches to study (Mayes Learning styles and approaches to study (Mayes 2004)2004)

Learner StyleLearner Style

Independent vs Group (both please) as Independent vs Group (both please) as reflected in Salmon (2004) the need for reflected in Salmon (2004) the need for etutors to appreciate their ‘audience’etutors to appreciate their ‘audience’

11stst vs 3 vs 3rdrd years years Learning through interactionLearning through interaction Face to face contactFace to face contactto support on-lineto support on-lineactivities. activities.

“I learn better through interaction. I like going to the lectures & asking

questions and things like that. Sometimes you find that lectures talk about other things….that you wouldn’t

get from lecture notes. Interaction..that’s how I learn best

and I remember’ (Female, CMS, 1st)

Learner StyleLearner Style

PositivePositive = technology helps improve = technology helps improve learning & skills, flexiblelearning & skills, flexible

NegativeNegative = should = should notnot be in place of face to be in place of face to face interaction, should be maintained and face interaction, should be maintained and updated, uniform across coursesupdated, uniform across courses

“It has improved my learning & skills..it’s

empowered me to be independent & to get

information whenever I need it” (Male, CMS, 1st)

Experience vs expectationExperience vs expectation

Learners bring with them tremendous Learners bring with them tremendous differences in past experience of education, differences in past experience of education, expectations, needs and motivation expectations, needs and motivation (Sharpe, Benfield, Lessner & DeCicco, (Sharpe, Benfield, Lessner & DeCicco, 2005, Lockitt 2004)2005, Lockitt 2004)

Tenuous connection between social and Tenuous connection between social and learning environmentlearning environment

Experience vs expectationExperience vs expectation

HIGH LOW

HIGH

LOW

Experience

Expectation

International students

First years, CMS, HUM, BUS

Third years, CMS, HUM, BUS

ExperienceExperience

Narratives = student experience with elearning is keyNarratives = student experience with elearning is key ““It’s just depending on our experience…for some of It’s just depending on our experience…for some of

us it’s faster and easier and saves time, because we us it’s faster and easier and saves time, because we can get to the internet and search through, but can get to the internet and search through, but someone with no experience, it’s just easier to go to someone with no experience, it’s just easier to go to the library to take a book out…..”the library to take a book out…..” (HUM, 3 (HUM, 3rdrd))

What can we do to challenge this status quo of What can we do to challenge this status quo of perceived difficulty, and get more students using e-perceived difficulty, and get more students using e-learning as a first stop?learning as a first stop?

Tutor experience, building elearning into the design, Tutor experience, building elearning into the design, but not ‘feeding’ ‘greedy’ students…..but not ‘feeding’ ‘greedy’ students…..

Rudimentary Recommendations Rudimentary Recommendations

Training, training, training – involving tutors experiencing Training, training, training – involving tutors experiencing elearning as students (Beam & Zamora 2002) elearning as students (Beam & Zamora 2002)

Sharing, sharing, sharingSharing, sharing, sharing We need to ensure that tutors are au fait with e-learning We need to ensure that tutors are au fait with e-learning

ELearning design & pedagogy so that they can enhance ELearning design & pedagogy so that they can enhance the student’s learning experiencethe student’s learning experience

Uniformity = e-learning being used properly and effectivelyUniformity = e-learning being used properly and effectively Wider sharing of knowledge and practice across Schools Wider sharing of knowledge and practice across Schools

within the University within the University More evaluation and research, feeding back results to More evaluation and research, feeding back results to

inform eLearning design & pedagogyinform eLearning design & pedagogy Elearning design needs to enhance connections between Elearning design needs to enhance connections between

social & learning environmentssocial & learning environments

Tri-PerspectivesTri-Perspectives

There are various perspectives to give There are various perspectives to give consideration: the organisational or faculty consideration: the organisational or faculty perspective (for example (Taylor 2002), student perspective (for example (Taylor 2002), student perspective (for example (Langdon 1997) and the perspective (for example (Langdon 1997) and the teacher perspectiveteacher perspective

TEACHER STUDENT

ORGANISATION

ELearning design & delivery

Evaluation of student experience(frequent)

Feedback from student experience

Student Teacher

Organisation/Teacher

INFORM PLANNING FOR FUTURE PEDAGOGY AND DESIGN

Stuck at online socialisation?Stuck at online socialisation?

Where next? Where next?

More research…More research…– Broader student study encompassing all Schools within the Broader student study encompassing all Schools within the

UniversityUniversity– Tutor interviewsTutor interviews

Talking to those that do or potentially implement online e-learningTalking to those that do or potentially implement online e-learning What do they think about it? What do they think about it? Why do they do it? Don’t do it? What can be done to encourage Why do they do it? Don’t do it? What can be done to encourage

everyone to get involved? everyone to get involved?

– Longitudinal studyLongitudinal study Some of the students had expectations of e-learning, some didn’tSome of the students had expectations of e-learning, some didn’t Would be good to track their experiencesWould be good to track their experiences Will there be a higher expectation of e-learning as e-learning becomes Will there be a higher expectation of e-learning as e-learning becomes

ingrained in pre-university teaching? And social interaction with new-ingrained in pre-university teaching? And social interaction with new-technology increases….technology increases….

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