DIVERSASIA - Best practices

JISC used learner voice strategies to capture personal stories of e-learning in order to develop teaching practice in further and higher education.

Context:
JISC has funded two reports under its e-learning program: ‘Learner Experiences of E-learning Project (LEX)’ and ‘Learner Experiences of E-learning, Exploring Different Subjects (Learner XP)’. These show how learners in further and higher education are using e-learning technology. JISC also used Xube Productions to produce five video clips of learners, exploring what makes an effective learner.

Method of learner voice engagement:
These JISC-funded research projects used interviews based on an open-ended methodology, audio logs and online surveys to capture individual experiences of using
technology to support learning. In the Learner XP project, learners were asked to provide
regular audio-log diaries to demonstrate the different ways in which they were using the technology. Once the audio-log data was collected, a member of the research team met with a sample of learners and carried out a semi-structured interview to help contextualize the findings.

The use of audio-logs entailed leaving a phone message on a server each time learners used some kind of technology to support their learning activities. This provided a means for
JISC researchers to document ‘in-situ’ use of technology on a daily basis. The learners’
experience with the technology could then be explored in more depth in the interviews. The online survey provided background data on the learners, the types of technology they tended to use and in which circumstances.

The LEX project used an approach known as Interview Plus. This involves using an artifact
related to learning, such as a blog or part of an e-portfolio, to focus learners’ recall. With this method, learners’ feelings about what is important come to the foreground. Based on this work, JISC produced a series of detailed case studies. The supporting video case studies give further contextualization of learners’ experiences, with learners speaking to camera from their homes and study areas.

Focus of learner engagement:
The key area of interest was to gauge the strategies effective e-learners were using. The work has also illustrated the scope of e-learning among further and higher education learners. In order to get the views of traditionally under-represented learners, the study explored feelings about e-learning among mature learners and those from overseas, alongside learners considered to be ‘digital natives’.

Level of success:
The studies discovered details about how learners use technology. For instance, HE
learners make far greater use of their own personal technologies and of public websites
than of those provided by their institutions. A further discovery highlights the growing disadvantage of FE learners who do not have access to a computer with a fast broadband
connection and who cannot afford to buy personal technologies.