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

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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

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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.

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1. Brief overview of Learning Technology and
E-LearningDefinitions

• 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).

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1. Brief overview of Learning Technology and
E-LearningKey Features
Document Management and Publishing Basic document upload - file issues, how widely available are viewers for document formats? Free formats (e.g. Adobe Acrobat) vs. commercial formats (such as Microsoft). Advanced document upload - display preferences, date restrictions. Presentation Features - internal presentation features with VLE or possibility for use of 3rd party software. Content Structure - Use of folders, tree navigation etc. to manage content by module, programme or topic. Additional file types - multimedia files, interactive learning resources using third part tools, e.g. RELOAD, Macromedia Authorware. Assessment tools, Survey tools Synchronous Communication Chat / Whiteboard Asynchronous Communication Discussion Email Course-Work Submission Collaboration / Community File exchange Portfolios/ homepages File storage Integration Library Management System Online Journals Student Records 'Single sign on' Other Tools Calendaring, 'Tasks', Address books, Online grades display.
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1. Brief overview of Learning Technology and
E-LearningInfluences 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.

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1. Brief overview of Learning Technology and
E-LearningPossible 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.

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1. Brief overview of Learning Technology and
E-LearningProblems 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

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1. Brief overview of Learning Technology and
E-LearningProblems associated with E-Learning

• The Student
• Lack of personal Internet connection 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?

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1. Brief overview of Learning Technology and
E-LearningProblems 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.

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1. Brief overview of Learning Technology and
E-LearningHow 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).

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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.

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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.

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2. The Agenda for Skills Development in Higher
EducationInstitutional, National and
Departmental Interaction
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The Role of Skills in Learning TechnologyTechnol
ogy 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).

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The Role of Skills in Learning TechnologySelf-Re
gulated 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.

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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?

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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.

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The Role of Skills in Learning TechnologyThe
Relationship between Skills and Learning via
Technology

• Mapping Technology Skills to Learning Theory /
  e-learning

Theory Description e-learning Application / Relevance
Situated / Social learning (Lave, Wenger) Based on case-studies of how newcomers learn in various occupational groups which are not characterised by formal training. Stresses gradual acquisition of skills through participation. Group working, collaborative working in an IT lab context, group working online via chat / file exchange.
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The Role of Skills in Learning TechnologyThe
Relationship between Skills and Learning via
Technology

• Mapping Technology Skills to Learning Theory /
  e-learning

Theory Description e-learning Application / Relevance
Constructivism(Vygotsky, Freire) Emphasises the importance of learner control, learning in real-life contexts, flexibility in learning, freedom to chose learning resources and openness in discussing issues." (Gulati 2004). Includes "Cognitive Constructivism" describing how the individual learner understands through developmental stages and learning styles and "Social Constructivism" emphasising the importance of social encounters. Self-regulated study, distance learning, incidental use of e-learning or other e-learning tools in social / communicative context.
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The Role of Skills in Learning TechnologyThe
Relationship between Skills and Learning via
Technology

• Mapping Technology Skills to Learning Theory /
  e-learning

Theory Description e-learning Application / Relevance
Imitation (Blackmore) The teacher demonstrates or models (whether or not she is aware of so doing), and the learner imitates. There are no "wrong" answers or dead ends the quality of the learning is purely in the faithfulness of the reproduction of the action which has been demonstrated. (Blackmore 1999) Imitation by peers, using complex e-learning features within groups.
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The Role of Skills in Learning TechnologyThe
Relationship between Skills and Learning via
Technology

• Mapping Technology Skills to Learning Theory /
  e-learning

Theory Description e-learning Application / Relevance
Blooms Taxonomy (Bloom) Attempt to classify forms and levels of learning. It identifies three domains of learning (see below), each of which is organised as a series of levels or pre-requisites. Cognitive the most-used of the domains, refers to knowledge structures (although sheer knowing the facts is its bottom level). It can be viewed as a sequence of progressive contextualisation of the material. Affective Concerned with values, and perception of value issues, and ranges from mere awareness (Receiving), through to being able to distinguish implicit values through analysis. Psycho-Motor Domain Concerned with Manipulation and Articulation of learning, this part of the model was never completed. (Atherton, 1999). Progression from basic use of e-learning as document repository to selective use of communication / interactive features, to more complex communications / electronic whiteboard / group interactions.
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The Role of Skills in Learning TechnologyThe
Relationship between Skills and Learning via
Technology

• Mapping Technology Skills to Learning Theory /
  e-learning

Theory Description e-learning Application / Relevance
Learning Motivation(Atherton) Motivation is either intrinsic/expressive (doing something for its own sake) or extrinsic/ instrumental (doing something for some other reason). Generally speaking, when people fail to learn something which they have been taught, the failure is attributed to one or more of three factors lack of motivation  lack of ability or aptitude  (including skills to undertake effective learning.) poor teaching. the cost of learning. (Atherton, 1999). Barriers to e-learning resource difficulties, lack of readily available online access, lack of core IT skills, lack of confidence, lack of social / communication skills for effective interactions, external factors.
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The Role of Skills in Learning TechnologyThe
Relationship between Skills and Learning via
Technology

• Mapping Technology Skills to Learning Theory /
  e-learning

Theory Description e-learning Application / Relevance
Learning Loss(Atherton) It implies the loss involved in updating knowledge This change may be termed "supplantive learning", to be contrasted with simple "additive learning The natural course of such learning follows three stages De-stabilisation in which the previous way of thinking or acting is upset  Disorientation the "trough" in which loss of competence and morale combine to make the learning difficult, and there is a considerable temptation to return to the "old way".   Re-orientation the gradual climb out of the trough, which follows a similar pattern to the curve of "normal" additive learning.  (Atherton, 1999). Transition from non-IT literate to VLE-dependent course, transition from conventional IT skills, static Web to interactive Web, transition from access-level use of IT to advanced use.
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The Role of Skills in Learning TechnologyThe
Relationship between Skills and Learning via
Technology

• Mapping Technology Skills to Learning Theory /
  e-learning

Theory Description e-learning Application / Relevance
Tacit knowledge andImplicit learning(Polanyi) Knowledge or skills that cannot be taught, although of course there is obvious evidence that it can be learned or acquired. It may therefore be regarded as "know-how", i.e. a "knack" for doing something. (Atherton, 1999). Social, communication and related skills in online interactions.
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The Role of Skills in Learning TechnologyThe
Relationship between Skills and Learning via
Technology

• Mapping Technology Skills to Learning Theory /
  e-learning

Theory Description e-learning Application / Relevance
Behaviourism (Pavlov, Thorndike, Skinner ) Behaviourism focuses on a new behavioural pattern being repeated until it becomes automatic. The theory of behaviourism concentrates on the study of overt behaviours that can be observed and Measured. Breaks down a task into parts and how each is learned individually and incrementally implies the dominance of the teacher argument to explain Skill development. Learning use of system in planned, unit-based approach, training for use of system features in progressive stages of complexity, from simple to advanced application.
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The Role of Skills in Learning TechnologyThe
Relationship between Skills and Learning via
Technology

• Mapping Technology Skills to Learning Theory /
  e-learning

Theory Description e-learning Application / Relevance
Cognitivism (Piaget, Donaldson) "...the acquisition or reorganization of the cognitive structures through which humans process and store information." (Good and Brophy 1990). Broadly, cognitive theory is interested in how people understand material, including  aptitude and capacity to learn learning styles focusing on the maturational factors affecting understanding, e.g. Piaget. Pacing / targeting development depending on prior learner experience or aptitude, possibly based on skills assessment.
28
The Role of Skills in Learning TechnologyThe
Relationship between Skills and Learning via
Technology

• Mapping Technology Skills to Learning Theory /
  e-learning

Theory Description e-learning Application / Relevance
Gestalt (Köhler) Concentrates on the way in which the mind insists on finding patterns in things, and how this can be applied to learning, especially the development of novel approaches to the use of existing patterns, or insight. Learning by example, developing / modifying examples to the student's preference.
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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?

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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.

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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.

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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.

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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

Building Confidence in IT Basic IT Skills Writing Using a Computer -Introduction to Word Processing -Producing Tables -Layout and style Numbers and Data on a Computer -Numbers and Spreadsheets Computer -Information Searching -Gathering Information from the Web Images on a Computer -Using Images to Enhance your Work File Management -Organising your Files Electronic Communication -Email and Computer Conferencing -Graphs and charts Information Searching Using a
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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.

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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.

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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.

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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.

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6. A Proposal for Research considering Skills
requirements in a Part Time study contextAction
Plan
Action Plan (By year, envisaged to comprise 5-6 years) 2004 2005 2006 2007 2008 2009
Literature review Ongoing throughout study. Ongoing throughout study. Ongoing throughout study. Ongoing throughout study. Ongoing throughout study. Ongoing throughout study.

Investigative Research (Sector Perceptions of educational skills etc.)
Student Questionnaire Design
Academic staff Survey Design
Support Staff Survey Design
Practical Research Pilot / Redesign
Practical Research Deployment
Practical Research Analysis / Synthesis
Write Up Thesis
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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
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