e-learning and social exclusion. e-learning place pace time cost effective
TRANSCRIPT
E-learning and Social Exclusion
E-learning
•Place
•Pace
•Time
•Cost Effective
Potential Extra Benefits
• Invisible - equal dialogue• Access to Information • Location • Flexible - family commitments• More access to expert and
other support
Development and Issues
• Access• ICT Competence• Online Learning• Retention• Learning Materials• Learning Skills• Tutor Skills
Home AccessNational Statistics September 2002
• 46% Households in UK• Geographical Differences (31%
Wales)• Gender Differences (67% men
and 58% Women)• Income (82% highest - 10%
Lowest)• Age (94% of 16-24 and 17% of
65 and over)
Location of Use of Internet National Statistics Oct 2000
Home 72% Another person’s home 34%
Workplace 38% Educational Location 24%
Adults – Never Used the Internet
• 38% never used the Internet
• 73% of adults who had never used Internet stated very unlikely to use it
E-learning
• E-mail• Mailgroups• Video conferencing• Chat rooms• Interactive Materials• Downloading materials• Web
Retention
• Distance • Motivation is critical• Measurement difficult to compare• The Critical Factor• Retention and support
mechanisms
Support
• Multiple Layers• Reception• General• Tutorial/Subject• Peer• Distance• Face-to-face• Proactive and Reactive
Learning Materials
• Supply - range of subjects
and learners
• Quality
• Design Skills
Learning skills 1
• Autonomy - where, how and when
to learn
• Increased responsibility for own
learning
• Self-discipline and motivation
• Self-assessment
Learning skills 2
• Time management
• Research skills
• Communication skills (e.g. group
working, e-mail/writing etc.)
• Evaluation of information
Tutor Skills - Real time
• More preparation required• Number of simultaneous learners
about 5
• Divided attention
• Interactive and participative• Immediate Feedback• Stressful experience
Tutor Skills - Other
• Feedback - primary task - mostly written -annotate electronic documents - e-mail
• Peer evaluation - can be helpful but they need a structure to help them (e.g. checklist)
• Moderation and facilitation
• Heavy workload
E-mail and Face-to-Face
• Answering distinct questions
• time lag• difficult to
diagnose problems
• Support multiple learners
• Discussion
• Immediate
• Good diagnostic
method
• Limited
numbers
Learning Centres
• Fixed
• Mobile
• Outreach
• Virtual
Learning Centres
• Location is vital
• Presentation
• Support
Summary
• Revolutionary in some
parts of education
• Lots to learn
• Limited evidence
