The Impact of e-learning technologies: what do we...
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The Impact of e-learning technologies: what do we know? Sur Fergusson National Centre for Vocational Education and Research WORKSHOP 11
Transcript of The Impact of e-learning technologies: what do we...
The Impact of e-learning technologies: what do we know?
Sur Fergusson National Centre for Vocational Education and Research
WORKSHOP 11
The impact of e-learning technologies: what do we
know? Training Providers Forum Perth 17-18 June 2013
Sue Fergusson
Overview How effective is e-learning? What does this mean for:
Students Courses Training providers?
Where are we now? What are the key drivers?
Disruptive technology?
Effectiveness of e-learning Students in online learning conditions
performed modestly better than those receiving face-to-face instruction
The difference was larger in those studies that blended elements of online and face-to-face instruction these blended conditions often included
additional learning time and instructional elements.
Source: Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies, Washington, D.C., 2010
Students and courses While all types of students suffered
decrements in performance in online courses, some struggled more than others: males younger students Black students students with lower grade point averages
Students struggled in social science and applied professions (eg business, nursing).
Source: Adaptability to Online Learning: Differences Across Types of Students and Academic Subject Areas, CCRC Paper No 54
Personalised learning 1. Student control over pace of presentation 2. Automated testing of learner performance 3. Task adaptation to learner performance 4. Simulation/gaming/modelling environments 5. Integration of formal concept knowledge with
authentic practices in the workplace 6. Online discussion environments 7. Extended learner support through peers Source: Commission on Adult Vocational Teaching and Learning , UK
Economies of scale
Source: Commission on Adult Vocational Teaching and Learning , UK
Where are you doing your e-learning? NVELS
No. % of
respondents (n=622)
% of cases
In class (TAFE, other provider, NBN site, mobile classroom)
423 68.4 54.9
At home 173 28.0 22.5
At work 131 21.2 17.0
On the road 23 3.7 3.0
Other 20 3.2 2.6 Total 100.0
Source: NVELS Learner Survey 2012
Do you have high speed broadband internet at home ?
Is it part of new NBN ?
Base: n=416 (among those who had broadband internet at home) exclude non response
Source: NVELS Learner Survey 2012
Type of technology mostly used
Source: NVELS Learner Survey 2012
Perceived skill level regarding the technology used in the course Mean
3.6
3.8
3.5
3.6
3.4
3.6
3.3
3.7
3.1
3.3
3.3
2.9
3.2
2.9
2.8
Source: NVELS Learner Survey 2012
About experience with e-learning Mean
3.7
3.5
3.7
3.6
3.5
3.7
3.5
3.6
3.6
3.4
3.3
Source: NVELS Learner Survey 2012
What were the best things about e-learning? NVELS
No. of cases
% respondents
(n=144)
% of all cases
Using latest technology to interact with others 43 29.9 11.6
Using latest technology for training and assessment 81 56.3 21.8
Opportunity to do learning when it suits me 72 50 19.4
Using internet for interesting and useful information 69 47.9 18.5
Opportunities for training which was not available to me 38 26.4 10.2
Opportunities for instant feedback on how I am progressing 35 24.3 9.4
Speed of communication with teachers and students 28 19.4 7.5 Other 4 2.8 1.1 None 2 1.4 0.5 Total 100.0
Source: NVELS Learner Survey 2012
What were the most difficult things? NVELS
No. % respondents (n=144)
% of all cases
Not always knowing what to do when things stalled or broke down 50 34.7 18.9
Time to log on successfully 43 29.9 16.3 Time to get used to doing online tasks
29 20.1 11
Not knowing if teachers have received emails attachments and other information 28 19.4 10.6
Not having ready access to teacher when having problems 26 18.1 9.8
Too much reading involved 21 14.6 8 Not being able to work with other students if they do not have a computer at home 16 11.1 6.1
Not having good computer skills 10 6.9 3.8 Not having a computer at home 9 6.3 3.4 Cost of special software packages required 6 4.2 2.3 None 13 9 4.9 Other 13 9 4.9 Totals 100.0
Source: NVELS Learner Survey 2012
What were main technical issues? NVELS
No. %
respondents (n=144)
% of all cases
Time taken to log on and off 57 39.6 21.5 Problems with breaks in transmission 41 28.5 15.5 Problems with speed of transmission 39 27.1 14.7
Lack of immediate back-up or support 28 19.4 10.6 Problems with accessing appropriate software to do tasks 27 18.8 10.2
Problems in breaking through college firewalls 19 13.2 7.2 Problems in downloading attachments from teachers 17 11.8 6.4
Problems with computer viruses 9 6.3 3.4 None 14 9.7 5.3 Other 14 9.7 5.3 Totals 100.0
Source: NVELS Learner Survey 2012
What were the job-related benefits ? NVELS
No. % respondents (n=144)
% of all cases
Got extra skills for my job 81 56.3 28.2 Improved my general education skills 55 38.2 19.2 Increased my confidence self-esteem 33 22.9 11.5 Completed training required of me by my job 22 15.3 7.7 Got skills for community/voluntary group 21 14.6 7.3 Got a job 17 11.8 5.9 Got a better job or promotion 16 11.1 5.6 Changed to a different career 7 4.9 2.4 Developed my existing business 7 4.9 2.4 Got the licence, registration, or accreditation to do my job 5 3.5 1.7 Started my own business 2 1.4 0.7 Transferred to employment in critical area 2 1.4 0.7 Transferred to specialist occupation 1 0.7 0.3 Other 10 6.9 3.5 None 8 5.6 2.8 Totals 100.0
Source: NVELS Learner Survey 2012
What were the personal benefits ? NVELS
No. %
respondents (n=144)
% of all cases
Advanced my skills generally 91 63.2 25.1 Advanced my computer skills and knowledge 60 41.7 16.6 Gained confidence 50 34.7 13.8 Improved communication skills 39 27.1 10.8 Obtained satisfaction of achievement 34 23.6 9.4 Made new friends and/or increased my networks 33 22.9 9.1 Got into further study 25 17.4 6.9 Got a job 12 8.3 3.3 None 7 4.9 1.9 Other 6 4.2 1.7 Totals 100.0 Source: NVELS Learner Survey 2012
Have you enrolled in further studies?
Type of further studies No. %
Studies required to complete the qualification started 67 68.4
Studies in a different area 31 31.6
Total 98 100.0
Base: n=198 (among those who were currently enrolled or intending to enrol in further studies) exclude non response
Source: NVELS Learner Survey 2012
Gains from e-learning After program gains Mean score
Skills in using computers and technology in general 7.3
Confidence in using e-learning 6.8
Skills in doing e-learning 6.8
Access to learning via technology used 6.3
Speed of uploading and downloading 5.9
Ease of access to technical support 5.7
Source: NVELS Learner Survey 2012
High and low gains After program gains High to
very high Poor to
very poor
% %
Skills in using computers and technology in general 52.8 8.3
Confidence in using e-learning 43.1 11.1
Skills in doing e-learning 42.4 12.5
Speed of uploading and downloading 28.7 23.8
Access to learning via technology used 28.7 13.3
Ease of access to technical support 23.1 26.5
Source: NVELS Learner Survey 2012
Key drivers for adoption 2012-2017 1. Expectation to work, learn, and study whenever
and wherever 2. Students want to use their own technology 3. Shifting education paradigms 4. Growing availability of bandwidth 5. Abundance of accessible resources and
relationships 6. More challenge-based and active learning 7. Cloud-based, decentralised technology
Source: The Technology Outlook for Australian Tertiary Education 2012-2017, NMC and Griffith University
A word about assessment Principles of assessment
validity – is the assessment justified? reliability flexibility fairness
The rules of evidence sufficiency validity authenticity – is it the candidate’s own work? currency
Source: AQTF Users’ Guide to the Essential Conditions and Standards for Continuing Registration
Summary e-learning
can be very effective can reach more students is cheaper to deliver is here to stay
Some subject areas are more conducive than others
There are challenges for equity
Session 3 – Monday 17th June
Kevin Coombes, Department of Training and Workforce Development ‘The King’s shilling’ – RTO funding and contract compliance requirements
Val Dodds, Department of Training and Workforce Development Ready, Set, Job
Carl Holmes, Integracom Management Group Training for a purpose-integration with Industry
Karen Rae, Aspire Performance Training Remember me? I’m the Learner
Theresa Putland, Polytechnic West Vocational Graduate Certificate in Education and Training for Sustainability
