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Learners Technology use in Further Education
The document presents research on learners' technology use in further education, highlighting a variety of insights from six FE colleges regarding their ownership and usage patterns of digital devices and online resources. Key findings indicate that while technology ownership is high, usage differs significantly between personal and educational contexts, influenced largely by course requirements. It emphasizes the need for primary research to understand learners' experiences and expectations, particularly in how technology is integrated into their learning environment.
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Learners Technology use in Further Education
- 1. Learners’ Technology Usein Further Education Prof. Rhona Sharpe, OCSLD Prof. Liz Browne, Education Dr. Greg Benfield, OCSLD Dr. Metaxia Pavlakou, OCSLD Dr. Winnie Wu, OCSLD Marilyn Hockley, consultant Ellen Lessner, Jisc consultant http://digitalstudent.jiscinvolve.org.uk
- 2. How did thisresearch arise? Invitation to Tender http://digitalstudent.jiscinvolve.org.uk
- 3. Focus of today’ssession Learner profile Card sort
- 4. LEARNERS IN 6FE COLLEGES MALE FEMALE TOTAL BTEC Level 3 extended diploma ICT 26 3 29 Health and Social Care Level 3 3 31 34 Animal Management 10 24 34 A level Sociology 20 22 42 Child Health and Social Care Higher 3 26 29 Creative Media Production 26 22 48 TOTALS 88 128 216
- 5. Conceptualizing differences inlearners' experiences of e-learning: a review of contextual models Sharpe (2010) Available from HEA website
- 6. Six broad conceptionsfor learner difference Sharpe (2010) 1. Experiences are determined by the changing role of technology in society 2. Experience is a complex interplay between the spaces student inhabit, the tools they use and the people they engage with 3. Learners’ experiences are a malleable response to their local pedagogic context 4. Learners think and conceive of learning differently 5. Stable differences in personality cause individuals to respond differently 6. Experiences change over time as learners mature
- 7. Why do weneed primary research? • Find evidence with supports our experiences • Or challenge our assumptions about learners • See if our experiences are shared more widely • Assess how quickly things are changing • Provide evidence which can be used by teachers, managers and policy makers • Look for relationships between variables in complex situations Desk research Focus groups Consultation events
- 8. What do YOUknow about learners in FE? What percentage 1. Own a) desktop b) laptop c) tablet d) smartphone? 2. Every day use a) computer and b) internet 3. Use social networking websites in social life 4. Access course materials through a VLE
- 9. LEARNER PROFILE 1. a) 37%own a desktop computer b) 83% own a laptop c) 55% own a tablet d) 93% own a smartphone 2. a) 76% use the computer every day b) 94% access the Internet daily
- 10. LEARNER PROFILE 1. a) 37%own a desktop computer b) 83% own a laptop c) 55% own a tablet d) 93% own a smartphone 2. a) 76% use the computer every day b) 94% access the Internet daily 3. 93% use social networking sites But 47% use web forums to find out about a subject 4. 47% access course materials through the VLE But 60% use online learning materials they found themselves.
- 11. 0 10 2030 40 50 60 70 80 90 100 Upload video/photo Internet on smartphone Video on demand Watch video streamed Messaging apps Social networking Own blog/website Download podcasts Online discussions Gaming Use Wikis/blogs Which do you use in your personal and social life?
- 12. Which do youuse in your studies? 0 10 20 30 40 50 60 70 80 90 100 Simulations Video conferencing Discussion forum e-portfolio Design tools Web present Whiteboard Web forums VLE CBT Spreadsheets Submitting assessment Learning materials found myself Mobile/tablet Library Email tutor PPT Word processing Search engine
- 13. Patterns of use VARIABLESOF INTEREST • A3. Age • A4. Gender • A5. College (course) • B6. Ownership (desktop, laptop, tablet) • B3. Use a computer (daily, few times a week, less than this)
- 14. What has relationshipswith personal & social uses of technology? Significant Chi-squared tests
- 15. What has relationshipswith educational uses of technology? Significant Chi-squared tests
- 16. What is associatedwith technology use? FINDINGS 1. Ownership and use of technologies is high but not total 2. There are differences between how learners use technology in their personal and educational lives 3. We think we might be seeing a pattern of use from intensive computer users 4. The ways that most learners use technology in support of their studies is predominately influenced by the course.
- 17. Venkatesh (2003) Useracceptance of IT, MIS Quarterly, 27(3) Mediators Beliefs about.. Performance expectancy … the usefulness of the technology for personal gain Effort expectancy ... degree of difficulties or ease of technology Facility conditions … the organisation and technical infrastructure Social influences Beliefs of others about the above What other factors might mediate technology use?
- 18. Venkatesh (2003) Useracceptance of IT, MIS Quarterly, 27(3) Mediators Beliefs about.. Performance expectancy Learners are committed to technology as an enhancement to their educational performance Effort expectancy Access to technology considered to be good, Facility conditions Concerns that technology is not industry standard Learners want to be consulted about tech choices. Social influences Learners who are good at technology are respected by their peers. Learners support one another. Some findings
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- 20. Instructions for cardsort • Take the cards out of the envelope and lay them on the table so that all are visible. • Put the ‘theme heading’ at the top and after a group discussion, put the remaining cards in order of importance underneath the theme card • If you want to add something to the existing cards, use a post-it and stick it on the ‘Any other’ card. • If you don’t understand a card or consider it unimportant, put it back in the envelope. • Timed exercise keeps everyone on task.
- 21. LEARNER EXPECTATIONS LITERATURE REVIEW 1.Learning to be enhanced by the college’s use of technology e.g. VLE, online submission and assessment, mobile learning. 2. To have anywhere, anytime, any device access to course materials 3. To have access to both formal and informal supports on and off campus 4. To learn how technology is used in the workplace 5. To be asked about our views and for them to make a difference
- 22. FOCUS GROUP FINDINGS LITERATUREREVIEW 1. Learning to be enhanced by the college’s use of technology e.g. VLE, online submission and assessment, mobile learning. 2. To have anywhere, anytime, any device access to course materials 3. To have access to both formal and informal supports on and off campus 4. To learn how technology is used in the workplace 5. To be asked about our views and for them to make a difference FOCUS GROUPS 1. Modern learning resources that are easy to find and use 2. The college to provide what we need 3. The same or better services as in school 4. Don’t assume we are all digitally literate 5. We need ongoing development 6. Ask us what we need 7. We want to work with lecturers
- 23. Why do weneed primary research? • Find evidence with supports our experiences • Or challenge our assumptions about learners • See if our experiences are shared more widely • Assess how quickly things are changing • Provide evidence which can be used by teachers, managers and policy makers • Look for relationships between variables in complex situations Desk research Focus groups Consultation events
- 24. Find out more… DigitalStudent #digitalstudent Rhona Sharpe [email protected] Sarah Knight [email protected] http://digitalstudent.jiscinvolve.org Except where otherwise noted, this work is licensed under CC-BY-NC-ND
Editor's Notes
- #2 Mix from HE and FE
- #3 Part of JISC digital student programme
- #17 Taken off that first cluster of search engines etc because assumptions of chi-squared not met because frequencies so high Also last two taken off (vC and simulations ‘cos no-one doing them) Not sure what is going on with Gender and Course here. Did have some courses with high gender skews (ICT nad child health)
- #18 There’s a lot more in the data to pull out e.g. year of study Haven’t started looking at disability / assistive technology
- #19 If the course is so important, how can teachers moderate
- #20 If the course is so important, how can teachers moderate
- #21 Normally would put cards on flipchart paper with blutack and pin all on the wall for further discussion and comparison of different groups of students Participating in the discussion is important to this exercise Listening to the students’ (or staff if used in staff training) discussion will give you a lot of information. Recording comments isn’t easy but it may be valuable. If you would like to look at the cards from another theme, just ask but please put first theme cards back in the envelope.
- #22 Normally would put cards on flipchart paper with blutack and pin all on the wall for further discussion and comparison of different groups of students Participating in the discussion is important to this exercise Listening to the students’ (or staff if used in staff training) discussion will give you a lot of information. Recording comments isn’t easy but it may be valuable. If you would like to look at the cards from another theme, just ask but please put first theme cards back in the envelope.
- #26 Go to ‘View’ menu > ‘Header and Footer…’ to edit the footers on this slide (click ‘Apply’ to change only the currently selected slide, or ‘Apply to All’ to change the footers on all slides).