Students’ attitudes to using forms of on-line learning support

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Research and Development in Higher Education Vol. 23: Flexible Learning for a Flexible Society

July, 2000, 755 pages
Published by
Lesley Richardson & John Lidstone
ISBN
0908557477
Abstract 

The main objective of this paper is to compare the findings of two student surveys, carried out in late 1997 and early 2000 with two similar groups of students.

The groups are stage two and three students in an in-service, part-time BEd programme designed for tertiary teachers and adult educators. Most of the students are already employed, mainly in polytechnics and private training establishments (PTEs). Because students are spread throughout New Zealand, a mix of delivery modes is used, including face-to-face groups (both on- and off-campus), paper-based distance study materials, and some on-line facilities.

In 1997 three papers (ie subjects or courses of the degree) first experimented with including Internet elements, mainly class email lists and/or World Wide Web (WWW) pages with message boards and supplementary learning materials. At the end of the year students were surveyed to find out their opinions, and the range of facilities available to them, to assist our planning decisions about extending the approach to more papers. Results were mixed: distance students were more enthusiastic about on-line communications than those in face-to- face groups; only 60% of respondents had Internet access at that time; and not all staff were convinced about the value of on-line learning for learners in our context. As a result, expansion of on-line facilities over the next two years was slow, adding only four more papers (none Internet-only).

The survey was repeated with a similar cohort, who were studying in 1999. However, the mix was slightly different, in that numbers had grown, with the main increase being in off- campus, face-to-face groups provided for tutors and trainers in Maori PTEs. Because of the nature of the programme, which encourages participation, discussion and practical group activities, and because most of our students are themselves teaching in face-to-face situations, there are still reservations among both staff and students about what and how much should be done with on-line learning. This is particularly so for the Maori groups.

Our conclusion at present is that we should continue to trial on-line learning activities in papers that suit such approaches, especially to support individual distance learners; and that constructivist learning (both individual and social) can be complemented by appropriate use of WWW facilities. However, we must not lose the trust of a significant group of learners whose cultural preference is for learning in face-to-face groups with a teacher/facilitator, and so we do not envisage any paper being converted to a solely on-line mode of delivery.