Session Information
16 SES 09B, Online Learning
Paper Session
Time:
2008-09-12
10:30-12:00
Room:
B4 416
Chair:
Hans van Gennip
Contribution
We routinely use a virtual learning environment (VLE) to support our action research-based professional development programme for practicing teachers. Our VLE (Moodle) acts as a repository for programme documentation and learning objects. We also operate discussion forums and a blog-based reflective diary via Moodle.
During the development of the programme it has been clear that participation in the e-learning provision has been variable. Anecdotally, access to the system has often been cited as the reason for non-participation. We have explored the provision of access information (ids and passwords) and it has been clear that all the relevant information has been provided to participants. Consequently. we have surveyed participants in order to identify the reasons behind the non-participation in the e-learning aspects of the programme. We pursued this objective with a view to reviewing the teaching strategy in order to attain the leaning objectives more effectively. We have explored our findings from a technical-rational perspective.
Method
Our methodology consisted of a survey (a random sample) of participants using a questionnaire, with a follow-up interview with four participants who indicated disparate views. We explored the context of one participant in more detail and produced a case-study report. Contact e-mails (anonymous) were used in order to obtain supplementary information on barriers to participation.
Expected Outcomes
Our findings suggested that participants lacked engagement with the technical aspects of the programme from an early stage. Whilst technical considerations were often given as the reason for non-participation, it was clear from information provided by Faculty IT support that that these did not present a significant barrier. Although participants were fully briefed, they did not anticipate receipt of the information provided to access the VLE. Once this initial access phase had been addressed, it was clear that a perception existed that there were hurdles in place which could prevent access. When we analysed the nature of these perceived barriers, there was little evidence that technical difficulties presented participants with problems accessing the VLE.
We present an analysis of the issues which could potentially present barriers to accessing learning via VLEs in a practice-based context. We have included an analysis of technical-ratonal issues relating to participation in an e-learning environment and we suggest possible strategies for improvement.
References
Joned, A. and Coles, A .M.(2007) ICT use in the Learning and Skills Sector: The Learners’ Perspectives. ECER Conference Ghent
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