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Quality in E-Learning from a Learners’ Perspective

Quality in E-Learning from a Learners’ Perspective. E-Learning Quality : Challenges and Perspectives in Greece and Europe Dr. Ulf-Daniel Ehlers, University of Duisburg-Essen, Germany ulf.ehlers@icb.uni-essen.de. Different meanings. Different Processes. Different

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Quality in E-Learning from a Learners’ Perspective

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  1. Quality in E-Learning from a Learners’ Perspective E-Learning Quality : Challenges and Perspectives in Greece and Europe Dr. Ulf-Daniel Ehlers, University of Duisburg-Essen, Germany ulf.ehlers@icb.uni-essen.de

  2. Different meanings Different Processes Different Actors What is Quality? Different Processes/ Levels(Input, Process, Outcomes, etc.) Different Actors(Learners, Professionals, Institutional Actors, Government) have different Intentions, Goals, are in different Situations Different meanings/ understandings: product oriented, user related, manufacture based, etc. (Harvey/Green 2000) Quality in Learning as Co-Production ulf.ehlers@icb.uni-essen.de ::: University of Duisburg-Essen - Slide 2

  3. E-Learning Discovers the Learner Important: Be sensitive to users needs, requirements, situations(Bertelsmann Stiftung 01/2002) Important: Focus on users motivation and tutoring (Mummert & Partner 06/2002) Dispose barriers of user acceptance, transparency of benefits (Cognos/Innotec 07/2002) Important: Pedagogical design appropriate to learners needs (Jane Massy 08/2002) ulf.ehlers@icb.uni-essen.de ::: University of Duisburg-Essen - Slide 3

  4. The Learner in the Learning Environment Learner Variables Pre-Knowledge, Attitudes, Experiences • Learning Arrangement • Kontext: Learning Centre, Classroom, Workplace(social/ organisational) • MuMe LMS/ Leaning Software • Goal/ Intention/ Objective/ Transfer • Knowledge, ComptenceAcceptance, Motivation Topic/ Subject (Fricke 1995) ulf.ehlers@icb.uni-essen.de ::: University of Duisburg-Essen - Slide 4

  5. Two-Step Approach Stand. Online Survey(N=1944 E-Learner)Field Access through 47 Partners Explorative Study(N=58 E-Learner)Interviews, Simulations, Online Questionnaires + Inventary Cluster Analysis PCA Lernqualitaet.de: Design Model of Subjectiv QualityWhich dimensions are relevant for quality from a users perspective? Target Group Specific ProfilesIdentification of (target) groups that have common quality requriements. ulf.ehlers@icb.uni-essen.de ::: University of Duisburg-Essen - Slide 5

  6. Model of Users Preferences in E-Learning QF 2: Collaboration QF 1: Tutor Support QF 3: Technology QF 7: Didactics QF 4: Costs-Expectations-Benefits QF 6: Course Structure/ Presence Courses QF 5: Information Transparency of Provider/ Course ulf.ehlers@icb.uni-essen.de ::: University of Duisburg-Essen - Slide 6

  7. Target Groups: Quality Preferences The Individualist (N=328) Content-Oriented  Content related QP  Individualised Learning Scenarios  Course Material: Didactics  Self-directed Learning  Presence Courses, Interaction- and Communication The Result-Oriented (N=235) Independent & Goal-Oriented  Individualization: Stand Offers  Work Integrated Learning  Instrumental Purpose orientation  Learn- and Media Literacy  Presence Courses, Interaction-and Communication The Avant-Gardist (N=392) Interaction-Oriented  Discussion/ Communication  Tutor Support learner oriented () Media/ Technology vanguard  Virtual Learning Groups  Information & Advise  Rich Didactic Concept The Pragmatic (N=293) Need Oriented  Individualized offers  Tutor Support factual  Non-Financial Costs  Information & Advise  Personalisation of LE  Didactic Requirements ulf.ehlers@icb.uni-essen.de ::: University of Duisburg-Essen - Slide 14

  8. Interaction-& Discussion-Preferences *Chi2=137,45; df=3; Cramers V=0,32; p=1,34•10-29 **Chi2=265,07; df=3; Cramers V=0,45; p=3,6•10-57 ***Chi2=287,17; df=3; Cramers V=0,47; p=5,9•10-62 ulf.ehlers@icb.uni-essen.de ::: University of Duisburg-Essen - Slide 16

  9. Communication/ Collaboration Preferences *Chi2=93,70; df=3; Cramers V=0,27; p=3,51•10-20 **Chi2=243,99; df=3; Cramers V=0,43; p=1,3•10-52 ***Chi2=228,46; df=3; Cramers V=0,42; p=3,0•10-49 ulf.ehlers@icb.uni-essen.de ::: University of Duisburg-Essen - Slide 17

  10. Determining Factors Factors Probability Blended Learning  Presence Courses  Tutor Support  Collaboration in Learning Groups The Individualist Content-Oriented 55,5% The Result-Oriented Independent & Goal-Oriented 24,5% The Pragmatic Need Oriented 15,1% The Avant-Gardist Interaction-Oriented 4,9% ulf.ehlers@icb.uni-essen.de ::: University of Duisburg-Essen - Slide 18

  11. Quality From a Learners‘ Perspective: Key Findings Learners are aware of their own responsibility for quality in learning processes – as co-producers of quality learning. Learners‘ quality requirements cover the whole e-learning-process and are not restricted to the learning process itself. A model of subjective quality consists of comprehensive e-learning-services and is not reduced to quality of instructional design. Learners‘ requirements in e-learning can not be described in one common profil of quality, but have to be differentiated into different preference profiles for distinct target groups. ulf.ehlers@icb.uni-essen.de ::: University of Duisburg-Essen - Slide 19

  12. Dr. Ulf-Daniel Ehlersulf.ehlers@icb.uni-essen.de Questions? Thank you for your attention!! ulf.ehlers@icb.uni-essen.de ::: University of Duisburg-Essen - Slide 20

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