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Learner experiences of eLearning

JISC Learner Experience project

Cloud created by:

Rebecca Galley
24 November 2009

From the website:

"The programme focussed on the learner voice. Learners allowed us into their worlds and showed us what it is like to study in a technology-rich age. The projects produced a huge collection of rich, detailed data that sheds light on what learners expect from the use of technology in post-compulsory education and the choices they make about using technology to support their study.

The research took a holistic approach to technology use. We were not so interested in how technology is used on one module, or in one part of the institution, as in how learners interact with technology throughout their learning lives.

The resources here will be of interest to teachers and staff supporting learning in post-16 education, researchers of student learning, e-learning developers, policy-makers and institutional managers. We intend for the assets in this site to be available to the education community for repurposing and reuse under a Creative Commons licence."

Project website: https://mw.brookes.ac.uk/display/JISCle2/About

Extra content

From website:

The Support & Synthesis project has pulled out some significant strategic issues for funders and institutions e.g.

  • Learners continue to be strongly led by their tutor/course in choosing technologies for learning
  • Disabled learners are often agile adopters of new technologies
  • Many or most learners are conservative in their expectations of technology and willingness to explore
  • There is a reluctance to use 'private' social software for (what are perceived as) institutional purposes
  • The digital divide may be getting narrower but deeper
  • Learners continue to place high value on access to academic content and expect 24/7 access to resources and learning opportunities
  • (However) learners want a balance to be achieved between f2f and online learning, between computers and books, between working at the screen and working in physical contexts that support active and social learning
  • Learners value the use of personal technologies in institutional settings: they place lower value on the capacity to personalise institutional technologies
  • Transition to new technologies can increase the difficulties experienced by novice learners: on the other hand, technologies can also be used to extend the period of induction including long before learners actually arrive at college/university

Rebecca Galley
10:37 on 24 November 2009 (Edited 10:40 on 24 November 2009)

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