Skills Challenges Experienced by Students in the use of Educational Technology / e-learning

1. Skills Challenges Experienced by Students in the use of Educational Technology / e-learning Some Perspectives on Skills Requirements, Needs Analysis and Development in an e-learning context. Paul Catherall

2. Aims of this Presentation To consider... • a brief overview of Learning Technology and e-Learning • the Agenda for Skills development in Higher Education • the role of Skills in Learning Technology • current Research on Skills requirements for e-learning • frameworks for developing / evaluating Skills requirements • a proposal for research considering Skills requirements in a Part Time study context

3. 1. Brief overview of Learning Technology and E-Learning :A Brief History of Learning Technology • Facet of educational experience for decades. • Grown from marginal to pervasive presence throughout 90s. • Remote study via networked facilities only recently realised with VLEs. • Possibility of distance learning via networked facilities. • Possibility for distributed model (conventional study supported by e-learning). • Characterised by remote study, web-based interface, online collaboration, online assessment & submission, online conferencing, online communities... • Other forms of Information Technology merging with e-learning via the Web (library management system, e-journals, commercial accounts, Student Records System, email). • Uncharted territory for pedagogy - relationships and processes in online learning.

4. 1. Brief overview of Learning Technology and E-Learning:Definitions • E-learningUsually a holistic term for learning via technology, “covering... Web based learning, computer-based learning, virtual classrooms, and digital collaboration" (Erskine 2003). • Learning TechnologyHardware or Software facilitating education, the “black box” view (Atherton 1999). • VLE (Virtual Learning Environment)Typically Web based synthesis of communication, collaboration and content dissemination features. • Online LearningStudy via the medium of the Web, or the Internet generally. • Blended Learning (Distributed Learning)Study context facilitated both by learning technology and traditional teaching methods. • Ubiquitous LearningThe computer is an essential tool that must be available on demand and wherever we expect to support learners." (Skill and Young 2002). • Mobile LearningUse of hand-held Portable Digital Assistants, Pagers, Laptops and other devices in the context of WiLAN (Wireless Local Area Network) or Internet - via WAP (Wireless Access Protocol) or GPRS (General Packet Radio Service).

5. 1. Brief overview of Learning Technology and E-Learning:Key Features

6. 1. Brief overview of Learning Technology and E-Learning:Influences on E-Learning • Government Impetus for widening participation, innovation in course delivery and accessibility (e.g. Dearing 1997, The Learning Age 1998). • Closer alignment to industry & professions (e.g. 21st Century Skills 2003, The Future of Higher Education 2004). • Market-led (or demand-led) impetus as opposed to 'the supply side' University. • Prevalence of home Internet access, growth in IT literacy, growing user expectations. • Growth of e-learning across education sector, e.g. UK E-University, World-Wide Universities Network, Open University, NKI University (Norway) and commercial examples (Thompson Net G). • Growth in Part-Time / Distance-Learning student uptake.

7. 1. Brief overview of Learning Technology and E-Learning:Possible Benefits of E-Learning • Wider access for non-traditional entrants • On-Line Portfolio for long-term record of achievement • Work-based remote study. • Flexible curriculum structure e.g. personal access to different subject fields. • Promoting Collaboration via discussion, chat, file upload features. • Develop student IT capabilities within learning process. • New markets, International Market (UKEu, NKI, WUN). • Provides a knowledge base or repository to facilitate study. • 'Ubiquitous' access to study resources via institutional, home, work, library, third-party access; possibility for mobile access via PDA (Portable Digital Assistant). • System Integration - seamless access to range of online services via 'single sign on' or common institutional login. Closer integration with learning support / library systems. Automated course administration may be possible when integrated with student records system. • Improved interaction - online assessment with automatic scoring and reporting, course-work submission, tracking student participation, improved integration of email features within VLE for communication, online 'whiteboard' and chat to facilitate distance learning.

8. 1. Brief overview of Learning Technology and E-Learning:Problems associated with E-Learning System / Technical • Reliability - potential for disaster scenarios! Hardware / software failure. • Continuity – often fixed life span of companies, how easily may data be exported to other systems via standard data protocols? • Integration issues - often difficult to achieve full integration with other systems / institutional course, student databases. • Increased user reliance on Technical support

9. 1. Brief overview of Learning Technology and E-Learning:Problems associated with E-Learning The Student • Lack of personal Internetconnection may restrict access. • Greater reliance on self-discipline of student, e.g. self-directed study via VLE. • Reduced face-to-face peer contact, possible impact on peer-support, collaboration, problem solving • Reduced face-to-face tutor contact, possibly reduced student-tutor relationship. • Technical / User Support queries difficult to resolve in low contact context. • Accessibility / Usability - Is there any unusual interface design or operations requiring specialist training? Is the system tested for accessibility standards (WCAG)? And Web standards (e.g. XHTML 1.0). Does the system function in a range of browsers/ assistive technology. • Off-loading of printing costs on the student, an easy alternative to handouts?

10. 1. Brief overview of Learning Technology and E-Learning:Problems associated with E-Learning The Lecturer / Learning Support • Pedagogical Effectiveness - how far is system informed by research in academic practice? Is system company responsive to academic input? Are there issues regarding US vs. UK academic practice, conventions, terminology? Is system appropriate to educational level? • Academic / User Support - possible increase for academic / learning support. • Study / Cultural issues - Will the use of an e-learning 'repository' discourage attendance at classes? Will the provision of a VLE discourage personal research and traditional study methods? • Increased availability of non-directed resources on the Web (Information Overload), need to maintain authoritative content / links. • Appropriateness of learning in digital context, only a limited range of subjects can be delivered purely through multimedia - problems associated with Humanities and Arts subjects. • Issues of security and plagiarism.

11. 1. Brief overview of Learning Technology and E-Learning:How does e-learning Work? Three Models Britain & Liber (1999) - three models for delivery of e-learning: • Content and Support Model • E-learning as a repository-focused resource • Support provided by tutor support, but low interaction via system • Conventional class teaching • Less radical change in culture for tutors / learners. • Wrap-Around Model • Integration of conventional activities with system features • Use of discussion tools to facilitate collaboration • Often referred to as 50/50 model • Increasing electronic submission of coursework, use of email for tutor support, online assessments. • Conventional tutor support available, but emphasis on electronic support. • Integrated Model • Course is defined by collaborative activities, discussions, group work. • Course content is uploaded in response to group needs. • Participation by tutors within collaboration in participatory / mentor role rather than as a conventional teacher. (Jones and Fitzgibbon 2002).

12. 2. The Agenda for Skills Development in Higher Education Many definitions of 'skills' for Higher Education: Transferable skills, Key Skills, Common Skills, Personal Skills etc. • Dearing Report (1997): focussed on communication, numeracy, ICT and learning how to learn, recommended that all Higher Education (HE) programmes should provide opportunities for students to develop Key Skills and record achievements (NCIHE, 1997). • Influence of Government Policy emphasising Key Skills: The Learning Age (1998), ICT Skills: 21st Century Skills 2003, The Future of Higher Education (2004). • Qualification Curriculum Authority: ‘Key Skills Descriptors' in response to Dearing: • communication, • application of number (numeracy), • information and communications technology (ICT), • improving own learning and performance, • working with others, and problem-solving. • Reflected in Edexcel Key Skills Framework The National Qualifications Framework • Framework for Higher Education Qualification levels (FHEQ), including advocacy for common skills.

13. 2. The Agenda for Skills Development in Higher Education • QAA (Quality Assurance Agency for Higher Education) - Key Policies: • Code of practice for the assurance of academic quality and standards in higher education B4. Collaborative provision and flexible and distributed learning (including e-learning)Students should have access to: • a schedule for any learner support available to them through timetabled activities, for example tutorial sessions or web-based conferences; • clear and up to date information about the learning support available to them locally and remotely for their FDL programme or elements of study; • documents that set out their own responsibilities as learners, and the commitments of the awarding institution and the support provider (if appropriate) for the support of an FDL programme or element of study. • Frameworks for higher education qualifications in England, Wales and Northern Ireland, and in Scotland. • Subject benchmark statements Key Skills are defined when discussing curricular-based skills to be assessed as part of a programme of study. • Progress files – intended to help make the outcomes, or results of learning in Higher Education more explicit, identify the achievements of learning, and support the concept that learning is a lifetime activity.

14. National Professional Bodies, Advocacy, Frameworks Statutory Bodies, Reports, Legal Transferable Skills Departmental Institutional Institutional Policy 2. The Agenda for Skills Development in Higher EducationInstitutional, National and Departmental Interaction Based on model shown in SEDA bulletin (O’ Hagan 1995).

15. The Role of Skills in Learning TechnologyTechnology Skills Facilitating Learning • Technology Skills for e-learning ('Black Box' skills)Keyboard, mouse, software applications, file management, use of email software, use of Search Engines and the World Wide Web for information retrieval, use of Information Gateways, online journals and other sources of information, use of online library catalogues (OPACs), basic software configuration and preferences, use of removable media (Zip, 3.5 “ diskette, CD-ROM), use of Graphics, Multimedia, Video or Sound files, Use of application formats (e.g. .doc, .ppt) and viewers, e.g. Adobe Acrobat, downloading and installing software, Security / Virus protection, Basic PC maintenance, use of individual features within an online learning environment (VLE). • Organisational and Social SkillsManaging digital resources, maintaining backups, downloading, saving and printing files, engaging in online debate or group work, developing a rapport online with tutors / peers, communicating effectively via email, chat or discussion forums, use of online essay submission features, assimilating core IT skills with social / system-specific skills. • Self-Regulated StudyZimmerman lists the following characteristics of a student who is a self-regulated learner: self-evaluation, organization and transformation, goal setting and planning, information seeking, record keeping, self-monitoring, environment structuring, giving self-consequences, rehearsing, memorizing, seeking social assistance, and reviewing. These characteristics show how actively involved a self-regulated learner must be. They do not complete work and then simply move onto the next task. They consume what they are involved with, learn it , know it, wait for feedback and then if necessary revise or redo it (Zimmerman 1990).

16. The Role of Skills in Learning TechnologySelf-Regulated Learning Lidner and Harris (1993) identify six dimensions of self-regulated learning. • Epistemological beliefs: a person's own understanding of their system of knowing. Knowing about this gives a person the ability to see where they fit into learning or how it influences them. It also influences confidence. The more the learner understands about a particular situation the more success they will experience. • Motivation: The will to learn or get better at learning has to come from internal or external motivation. In the case of the self-regulated learner this motivation comes from recognizing the importance of the task at hand and through personal development. • Metacognition: Awareness of one's own thinking and learning. This fits with the use of learning strategies. The student must know what tools they have in the tool box and how well they use them. Learning strategies: Strategies the learner is aware of and how they utilize them. Students need the skills to handle various learning situations. • Contextual sensitivity: The ability to understand a particular learning situation and how to identify the problem and solve it. This skill can be developed by showing the learner how to identify problems. Working through examples will build this skill. • Environmental utilization/control: Use of external resources to achieve solutions. Personal experience and knowledge can add to a person's ability to reach a solution.

17. The Role of Skills in Learning TechnologyThe Relationship between Skills and Learning via Technology Some Questions... • How does teaching theory inform e-learning when the context is dissimilar from traditional learning environment? • Is it possible to simply translate teaching experience into the Educational technology environment? • Does the medium matter? • Aren't organisational and cultural issues more important than teaching approaches? • Is learning theory defined by systems anyway?

18. The Role of Skills in Learning TechnologyThe Relationship between Skills and Learning via Technology A Constructivist Approach. Lebow (1993), five principles in integrating constructivism into class design: Principle 1. Maintain a buffer between the learner and the potentially damaging effects of instructional practices. • Increase effectiveness on the affective domain of learning. • Make instruction personally relevant to the learner. • Help learners develop skills, attitudes and beliefs that support self-regulation of the learning process. • Balance the tendency to control the learning situation with a desire to promote personal autonomy. • Classrooms and learning should be set up to allow for success. Give more responsibility to the student. • Make them want to take hold of the new style of learning and be successful. Principle 2. Provide a context for learning that supports both autonomy and relatedness. • Real-life examples relevant to the learner and their environment allow internalization. Students should find personal meaning in what they are studying. Principle 3. Embed the reasons for learning into the learning activity itself. • Make the outcomes of the assignment fit into the procedure. If you are studying customs of another country have the learners discover what they are and apply them in class for a day or week. Principle 4. Support self-regulated learning by promoting skills and attitudes that enable the learner to assume increasing responsibility for the developmental restructuring process. • Create a list of skills the student should try to achieve. Include with this a set of easily implementable steps or logical sequences. Feedback will be critical to give the learner reinforcement and correction when needed. Principle 5. Strengthen the learner's tendency to engage in intentional learning processes, especially by encouraging the strategic exploration of errors. • An oral review of mistakes or debriefing helps to increase the ability to reflect. Point out the need to examine a problem and then determine the best strategy to use in solving it.

19. The Role of Skills in Learning TechnologyThe Relationship between Skills and Learning via Technology Mapping Technology Skills to Learning Theory / e-learning

20. The Role of Skills in Learning TechnologyThe Relationship between Skills and Learning via Technology Mapping Technology Skills to Learning Theory / e-learning

21. The Role of Skills in Learning TechnologyThe Relationship between Skills and Learning via Technology Mapping Technology Skills to Learning Theory / e-learning

22. The Role of Skills in Learning TechnologyThe Relationship between Skills and Learning via Technology Mapping Technology Skills to Learning Theory / e-learning

23. The Role of Skills in Learning TechnologyThe Relationship between Skills and Learning via Technology Mapping Technology Skills to Learning Theory / e-learning

24. The Role of Skills in Learning TechnologyThe Relationship between Skills and Learning via Technology Mapping Technology Skills to Learning Theory / e-learning

25. The Role of Skills in Learning TechnologyThe Relationship between Skills and Learning via Technology Mapping Technology Skills to Learning Theory / e-learning

26. The Role of Skills in Learning TechnologyThe Relationship between Skills and Learning via Technology Mapping Technology Skills to Learning Theory / e-learning

27. The Role of Skills in Learning TechnologyThe Relationship between Skills and Learning via Technology Mapping Technology Skills to Learning Theory / e-learning

28. The Role of Skills in Learning TechnologyThe Relationship between Skills and Learning via Technology Mapping Technology Skills to Learning Theory / e-learning

29. The Role of Skills in Learning TechnologyThe Relationship between Skills and Learning via Technology Separation or Unity? Can we separate.... • Basic Skills, Common Skills • Information Technology skills • Learning Technology Skills • Transferable Skills • Information retrieval skills • Study Skills • Learning Skills (learning to learn) How can skills requirements be assessed in a neutral context to identify skill deficiencies and provide appropriate 'training', 'teaching' etc?

30. 4. Current Research on Skills Requirements in e-learning Current Practice • An evaluation of the information needs and practices of part-time and distance-learning students in the context of educational and social change through lifelong learning (2001): suggested that change taking place in the educational system is often symptomatic of a wider transformation of society. • Performance indicators in online distance learning courses (2004): a study of management education; results suggest gender and age are related to performance in distance learning courses. • Students’ perceptions of quality in higher education (2003): The main findings are that the quality of the lecturer and the student support systems are the most influential factors in the provision of quality education. The Big Picture • SOLE - Students' Online Learning Experiences (2003): An LTSN project, SOLE investigated students’ use and understanding of Virtual Learning Environments across five discipline areas. • JISC (Joint Information Systems Committee) User Behaviour Monitoring and Evaluation Framework (2001): General research investigating uptake of ICT across the Higher Education sector.

31. Frameworks for Developing / Evaluating Skills Requirements Skills Analysis and Skills Assessment Models • Content-based : provide a list of skills and, therefore, provide limited information regarding learning outcomes or progression. • Descriptor / Outcome-based complex descriptors for learning outcomes for a variety of skills and attributes.

32. Frameworks for Developing / Evaluating Skills RequirementsContent-based • Gilbert and Woolf (1996) describe a module validation template, which asks curriculum designers to indicate the various types of skills "developed", "practised" and/or "assessed" in a module. • Key Skills Online (self-evaluation application) Reflective, hierarchical model, e.g.

33. Frameworks for Developing / Evaluating Skills RequirementsDescriptor / Outcome-based Educational Testing Service (ETS) – EDUCAUSE • Selecting the best database for an information need • Determining the sufficiency (or lack) of information in a Web site, given the information need • Ranking Web pages in terms of their meeting particular criteria • Determining the relevance of postings on a Web discussion board Key to Key skills Project - 1998-2000, Sheffield Hallam University:

34. Frameworks for Developing / Evaluating Skills RequirementsDescriptor / Outcome-based • University of Glamorgan: Key Skills in E-Learning Project. Compared face to face versus on-line teaching of Edexcel common skills and Qualification Curriculum Authority (QCA) Key Skills - challenges the view that soft skills are difficult to develop on line (Jones and Fitzgibbon 2002). • ECDL: provides training programme for IT skills, including Keyboard, Web, Communication, File Management and document creation/ editing skills - has been integrated into curriculum within some institutions.

35. 6. A Proposal for Research considering Skills requirements in a Part Time study context What are the skills and learning challenges faced by students in the use of educational technology? Perceptions of undergraduate students studying professional courses in a part-time, distributed study context.

36. 6. A Proposal for Research considering Skills requirements in a Part Time study contextGeneral Overview • Provide Original Research • Contribute to existing research in the area of technology skills requirements, by examining students' perceptions of skills requirements for study. • To compare these perceptions with government, industry, sector and institutional views derived from the literature review and practical research elements. • Overview of Aims • Define generic, discipline-specific and context-based educational technology skills requirements. • Define the role and importance of educational technology training / assessment and continuous development. • Contribute to the development of a tool to query educational technology skills requirements within a distributed study context. • Practical Research Element • Conducted in the context of a Higher Education provider facilitating the UK Government widening participation agenda via innovative strategy, teaching and technology. • Part-time student groups selected across a range of professional-related disciplines.

37. 6. A Proposal for Research considering Skills requirements in a Part Time study contextMethods • Literature review • Define formal prerequisites within official bodies (Objectives 1 and 2) and a selected Higher Education provider (Objective 3). • To assist in categorising educational technology skills to develop a skills assessment matrix (Objectives 5 and 6). • Student Questionnaires • 3-5 part-time, undergraduate student groups of 30-50 persons (Objective 4). • Across several professional disciplines (e.g. Education, Nursing). • Delivered at 3 key stages in academic year (enrolment, mid-year, end of year). • Staff Interviews (Semi-Structured) • 3-5 academic staff teaching the student survey groups, to investigate staff perceptions of educational study skills (Objective 3). • Open-ended comment. • Delivered at 3 key stages in academic year (enrolment, mid-year, end of year). • 8-10 support staff will also be selected for interviewing (Objective 3) at similar stages. • Pilot..for all questionnaires and interviews - used before deployment. • Synthesis • Using ‘Grounded theory' (Leedy and Ormond 2005). • To establish a theoretical framework for analysis based on trends in the primary data. • SPSS will be used for recording, analysis and presentation of findings.

38. 6. A Proposal for Research considering Skills requirements in a Part Time study contextAction Plan

39. 7. Conclusions • Wide range of perspectives on Skills requirements - Advocacy, Frameworks, ‘Tools’, Training Courses. • Higher Education: Lots of advocacy, less consensus / detail. • Skills and Learning processes can be defined as separate, but in practice, these are inseparable when considering learning scenarios / models. • Differing learning theories can suggest new perspectives on skills requirements. Thank You for listening to this Presentation ! For further information see: http://draigweb.co.uk/elearning

40. Bibliography / References Alstete, J. W. and Beutell, N. J. (2004). Performance indicators in online distance learning courses: a study of management education Quality Assurance in Education, 12 (1). p.6-14 Atherton, J. S. (1999). Teaching and Learning. May 2005: http://www.learningandteaching.info Blackmore, S (1999) The Meme Machine Oxford: Oxford University Press Catherall, P. (2004) Delivering E-Learning for Information Services in Higher Education Oxford: Chandos Publishing Chris O' Hagan (1995) Empowering Teachers and Learners through Technology, SEDA paper 90 Birmingham: SEDA Gulati, S. (2004). Constructivism and emerging online learning pedagogy: a discussion for formal to acknowledge and promote the informal, Paper presented at the Annual Conference of the Universities Association for Continuing Education, University of Glamorgan, 5-7 April 2004 Erskine, J. (2003). Learning and Teaching Support Network. Resource Guide in Virtual Learning Environments (VLEs). October 2004: http://www.hlst.ltsn.ac.uk/projects/Specialists/erskine.pdf Gilbert, J. and Woolf, H. (1996). Personal transferable skills and an undergraduate modular curriculum, Modular Higher Education in the UK - In Focus, p.88-91 Hill, Y., Lomas, L. and MacGregor J. (2003). Students’ perceptions of quality in higher education Quality Assurance in Education, 11 (1), p.15-20 Jones, N and Fitzgibbon, K. (2002). For Better or Worse? The Marriage of Key Skills Development and On-Line Learning Journal of Vocational Education and Training 54 (3), p.395-411 Lebow, D. (1993). Constructivist values for instructional systems design: Five principles toward a new mindset Educational Technology Research and Development, 41, 4-16 Lidner, R.W. and Harris, B.R. (1993). Teaching self-regulated learning strategies. In M.R. Simonson and K. Abu-Omar (Eds.). Proceedings of Selected Research and Development Presentations at the 1993 National Convention of the Association for Educational Communications and Technology, New Orleans, AECT, p.641-654 Rowland, F. and Rubbert, I. (2001). An Evaluation Of The Information Needs And Practices Of Part-Time And Distance-Learning Students In The Context Of Educational And Social Change Through Lifelong Learning Journal of Documentation 57 (6), p.741-762 Skill, D. and Young, A. (2002). Embracing the hybrid model: Working at the intersections of virtual and physical learning spaces New Directions for Teaching and Learning (92), p.23-32 Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview Educational Psychologist, 25, 3-17