Digital student experience: Online Learners update
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This document discusses a study on online learners. It defines online learning broadly as including exclusively online courses, courses with online elements, and online study within mainly face-to-face courses. This broad definition means most post-compulsory learners will have some online component. The study will involve a literature review, consultation with online learners and staff, and synthesis of findings. Preliminary findings from the literature identify factors influencing online learning outcomes, including learner characteristics, the digital environment, and course design. Dominant themes are self-regulated learning and affective issues. Successful online learners are characterized as motivated, organized, and digitally capable individuals who actively engage with course materials and interact with others. Provider support
Digital student experience: Online Learners update
- 1. Digital student experience: Online Learners update Helen Beetham, Lou McGill
- 2. 09/07/15 Building digital capability Rationale for the study › Fourth study in the Digital Student program › Following on studies into HE, FE and Skills › Builds on Scaling Up Online Learning › Many providers are moving into this area: –in HE especially CPD/postgrad courses –in FE especially as an online element of all taught courses (FELTAG)
- 3. 09/07/15 Building digital capability Defining online learners › For the purposes of this study, online learning is defined as all of: –exclusively online courses of study, conducted away from any physical campus (e.g. home or work based); –courses delivered largely online, or with online elements to support a variety of access needs and attendance patterns; –online learning as independent study time within courses that are mainly delivered traditionally (on campus, face-to-face)
- 4. 09/07/15 Building digital capability What are the consequences of using such a broad definition?
- 5. 09/07/15 Building digital capability What are the consequences of using such a broad definition? › ‘Most learners in post-compulsory settings will experience some online component to their learning, formal or informal, and as they move into lifelong learning/professional development this component will form a larger proportion of their study time.’ › ‘Online learners are not, then, a distinct group of learners: they are post-compulsory learners in particular settings, and with particular preferences, challenges and needs.’
- 6. 09/07/15 Building digital capability Methods › Expert working group › Literature review › Consultation with online learners and staff who work with them #OLsuccess › Synthesis of findings and reporting › Looking to use the same approaches as earlier studies and reuse/repurpose some of the same outcomes e.g. benchmarking tool, Tracker, SUOL toolkit
- 7. 09/07/15 Building digital capability Literature review › Search terms: › online_learning, online_learners, MOOC, open_learning, virtual_learning, networked_learning › (plus) learner: experience, engagement, satisfaction, motivation, identity/ identities, progression, development, perception, voice › (focused searches for specific issues recommended by working group): disability, access, accessibility, inclusion, induction, preparation, self- efficacy, self-regulation, readiness › Criteria for selection: › Recency (post 2012 unless particularly relevant or frequently cited) › Involvement of learners, especially via large-scale surveys and/or detailed qualitative work › Focus on the learning experience, rather than teaching, course design, or organisational issues
- 8. 09/07/15 Building digital capability Overview of the literature › Factor analysis: factors influencing the outcomes of online learning – learner-related factors (dispositions, experiences, capabilities) – environmental factors (digital environment, spaces and places of learning) – factors in course design and delivery (induction, content and media, activities, assessments, teacher ‘presence’, role of tutor/peers etc) › Comparative: contrasting online and offline learning activities or courses › Case studies: usually course-centred › Qualitative and mixed-method – including participative and learner-centred studies – including attitudinal and affective issues › Learner surveys: – including development of assessment instruments › Synthesis studies and literature reviews
- 9. 09/07/15 Building digital capability Overview of the literature Dominant themes and approaches › self-regulated learning, self-efficacy readiness to learn online (scales) › affective issues especially social presence/distance, collaborative learning › large-scale questionnaires, (coming in) use of analytics and system data › lack of consensus on key issues e.g. collaborative learning, intrinsic dispositions vs. educational ‘capital’, retention, role of induction, open vs structured
- 10. 09/07/15 Building digital capability Focus on success › What makes for success in learning online? 1.What are successful online learners like? 2.What do successful online learners do? 3.How do successful online learners feel? 4.What differences among online learners make a difference to their success? 5.How can providers help online learners to succeed?
- 11. 09/07/15 Building digital capability Headline findings 1. What are successful online learners like? › Experienced, successful learners (especially online!) › Motivated, resilient and persistent › Autonomous, self-efficacious, self-regulating › Curious and inquiring › Well prepared and well organised › Digitally capable (ICT proficient) › Trusting - willing to share and expose to learn › (At least 10%) likely to have a disability
- 12. 09/07/15 Building digital capability Headline findings 2. What do successful online learners do? › Engage in the right learning in the first place! (freedom, choice, motive: signposting, advice) › Set goals, make and monitor plans › View and review a wide range of course-related content › Be pro-active in: information finding; help-seeking; initiating communications › Manage time and attention › Focus on own motivations and progress › Integrate personal with course technologies and media › Interact, collaborate and share with other learners (?? contradictory findings e.g. for some learners individual focus more successful) ›
- 13. 09/07/15 Building digital capability Headline findings 3. How do successful online learners feel? › Successful online learners enjoy learning - even when it is challenging (fun, motive, curious, self-development, internal LOC) › Successful online learners experience empathy and care - even in situations of low social/emotional presence (implied from research) › Successful online learners manage complex feelings about working with others (implied from research) › Successful learners manage anxiety and frustration e.g. with technology (implied from research)
- 14. 09/07/15 Building digital capability Headline findings 4. What differences between online learners matter to their success? › (Controversial) disposition, self-efficacy, self-regulation › Educational background, experiences and capital: previous success › ICT confidence and capability › Other demands on time, especially older adult learners › Access needs and disabilities › (In a few studies) age, gender, culture?
- 15. 09/07/15 Building digital capability Headline findings 5. How can providers support online learners’ success? › Prepare online learners to study online - norms, practices, expectations, good study habits, functional access › Enable learners to use their own devices, services and skills › Support access to rich and diverse learning content › Provide a digital environment that is secure, accessible, social and personalisable: open (for some learners) › Consider learners’ different motivations, interests, learning histories and digital resources › Address the barriers to success we have identified for specific groups of learners
- 16. 09/07/15 Building digital capability Please help us frame these questions... › ... so we can consult with online learners!
- 17. 09/07/15 Building digital capability #OLsuccess bit.ly/OLsuccess July 4-10 2016
- 18. 09/07/15 Building digital capability #OLsuccess bit.ly/OLsuccess July 4-10 2016 › A week to find out more about successful online learners with › a dedicated discussion forum › quick polls › a daily focus question and blog post › rolling twitter discussion › presence at live events (Academic Practice with Technology...) › DS106 activity and other creative reflections › summaries on storify › ... what else?
- 19. 09/07/15 Building digital capability #OLsuccess bit.ly/OLsuccess your ideas please! › How can we reach online learners? › What else should we be doing?
- 20. jisc.ac.uk 22/0 Student digital experience tracker pilot results 2016 »For more information contact Sarah Knight: sarah.knight@jisc.ac.uk 22/06 Student digital experience tracker pilot results 2016 34 Lou McGill: lou.mcgill@gmail.com Helen Beetham: helen.beetham@gmail.com