Learners' Participation, Retention and Success in e-learning: Some findings

Rachel Roberts shared the following post in another community, and I felt it was too valuable a resource not to pass on...and thanks, Rachel :-)

"By way of Michael; DEANZ - this elearning report out on Education Counts. Though this is tertiary research there is much of relevance for the schooling sector.
"Peter Guiney (Tertiary Sector Performance Analysis) has released an annotated bibliography of literature related to participation, retention and success in e-learning. The key finding of this annotated bibliography are:

• E-learning provides additional flexibility to traditional delivery by allowing students to study at a time, place and pace of their choosing.  E-learning can also reduce isolation by better connecting learners to their peers, teachers and institutions – especially for learners studying part-time or through distance education.
• E-learning can provide greater access to a wider range of resources and experts than is available through traditional delivery.  The fact that all students can equally access these experts and resources is of benefit to non-mainstream learner groups e.g. disabled students.
• Teaching practices and pedagogies, institutional support and student characteristics and attitudes are all critical in tertiary learners’ retention and success in e-learning.  Of particular importance are appropriate teacher-student interactions.  Courses need to be designed to incorporate e-learning’s strengths.  This includes selecting appropriate technology and ensuring that e-learning is linked to assessments and authentic learning experiences.
• For best results, institutions need to provide ‘user-friendly’ systems, processes and appropriate pastoral and technical support.  Students also need motivation, self-direction and independence as well as having prior experience in e-learning.  Students with positive attitudes towards technology tend to do better in e-learning than learners with negative attitudes towards technology.
• The evidence supporting younger learners being more successful than their older peers in e-learning is inconclusive.  While some studies support the assertion that younger learners are more effective in e-learning, others do not."

Where do I Start? Integration of ICTELT into blended curricula

I have previously included a link to this Slideshare presentation, but now it comes with sound! :-)

Where do I Start? Integration of ICTELT into blended curricula

View more presentations from Hazel Owen. (tags: curricula models)

Abstract:"The potential of information communication technology (ICT) to enhance learning is under-utilised even though there are numerous process models and frameworks have been developed to assist in the design and / or adaptation of curricula. Issues with many existing design models are complex and range from the pragmatic, such as resource requirements, skills and ‘ownership’ of a project, to models being mechanical, inflexible, hierarchical and / or impenetrable.

This session starts by exploring the learning and teaching value ICT can add to curricula, and then describes a process model and framework that I have adapted from existing examples. The accessible, scaffolded approach described is appropriate for very small teams or individuals working with few resources to develop resources ideal for instructors interested in blended learning and/or distance approaches.

The pedagogical underpinnings of a design process are outlined, in which practitioners identify a teaching and learning problem and assess whether ICT could enhance learners’ experience of new or existing programmes, modules, units, sessions, or learning objects. Guiding questions are posed to help support the process, and an iterative practice is encouraged whereby a design is developed, piloted, evaluated, revisited, modified and re-evaluated over time, with recognition that the practitioner’s experience, skills and attitudes are likely to shift.

The practical application of the model and framework is illustrated through an example developed for use in Moodle at UnitecNZ.

The model and framework have yet to be piloted and MoodleMoot will offer a hands-on opportunity for participants to experiment and evaluate the tools in this session by identifying a resource or session that they would like to adapt. Then, working collaboratively, in Moodle they will work through the first part of the process model by completing the framework. Feedback and comments will be gladly accepted."

Associated site: http://efest2008collaboratingbydesign.pbwiki.com/

Please cite as: Owen, H. (2008, October 8-10). Where do I Start? Integration of ICTELT into blended curricula. Paper presented at the MoodleMoot NZ 08, Eastern Institute of Technology, Hawkes Bay, New Zealand.