“E-learning needs to do more than improving

access and learner control. It also needs to improve the process and outcomes of learning.”

“E-learning needs to do more than improving

access and learner control. It also needs to improve the process and outcomes of learning.”

“It soon becomes clear that there is no homogenous ‘net generation’. Universities and teachers should

not let themselves be conned by pundits into believing that the incoming ‘digital natives’ know what they need or that their needs are uniform or

radically different from anything we have seen before.”

“It soon becomes clear that there is no homogenous ‘net generation’. Universities and teachers should

not let themselves be conned by pundits into believing that the incoming ‘digital natives’ know what they need or that their needs are uniform or

radically different from anything we have seen before.”

Goodfellow, Robin and Lea, Mary (2007). Challenging E-Learning in the University: a Literacies Perspective. Maidenhead & New York: McGraw Hill, Society for Research into Higher Education, Open University Press.

Student Experiences of E-learningReadings

Ellis, R.A. and Goodyear, P. (2010) Student experiences of e-learning in higher education: the ecology of sustainable innovation. London: RoutledgeFalmer

“… when associated with learning and assessment, technologies are always sites of textual practice”

“… when associated with learning and assessment, technologies are always sites of textual practice”

“The focus of this literacies approach[…] is on the students’ background and prior experience […] and familiarizing students with the academic practices of that subject area …”

“The focus of this literacies approach[…] is on the students’ background and prior experience […] and familiarizing students with the academic practices of that subject area …”

“The only thing that matters in education

is the quality of what learners do”

“The only thing that matters in education

is the quality of what learners do”

“The level at which different subject disciplines and their tutors recommended using the web for research varied greatly”

“The level at which different subject disciplines and their tutors recommended using the web for research varied greatly”

“Disciplines, by their nature, privilege some skills and ways of knowing over others ….. Use of subject-specific resources and web sites is evident across all the disciplines, but their use of tools varies and can be related to the nature of the subject discipline”

“Disciplines, by their nature, privilege some skills and ways of knowing over others ….. Use of subject-specific resources and web sites is evident across all the disciplines, but their use of tools varies and can be related to the nature of the subject discipline”

“I search for what I need using Search Engines and Wikipedia, and build up a list of things

that I need. I reference those through to Word, and send the file to my peers through IM, where I get feedback and additional info.

on what’s going on and how the things I’m researching relate to the current area of

study”

“I search for what I need using Search Engines and Wikipedia, and build up a list of things

that I need. I reference those through to Word, and send the file to my peers through IM, where I get feedback and additional info.

on what’s going on and how the things I’m researching relate to the current area of

study”

Reading 1: Discipline and the e-learning experience

Conole, G., de Laat, M., Dillon, T., and Darby, J. (2008) ‘Disruptive technologies’, ‘pedagogical innovation’: What’s new? Findings from an in-depth study of students’ use and perception of Technology. Computers & Education, Volume 50, Issue 2, February 2008, pp.511–524

“…exploring the practices of writing and reading and

the production and negotiation of digital texts

that are involved in the day to day business of being a

student ..”

“…exploring the practices of writing and reading and

the production and negotiation of digital texts

that are involved in the day to day business of being a

student ..”

“Participants in the study were found to interact with multiple and hybrid digital texts within and across both curricular and digital spheres”

“Participants in the study were found to interact with multiple and hybrid digital texts within and across both curricular and digital spheres”

“Their communication can be as informal as the Instant Messenger communication suggests but the group reports they produce have to comply with institutional and disciplinary conventions, engaging in a range of practices common to the production of academic texts”

“Their communication can be as informal as the Instant Messenger communication suggests but the group reports they produce have to comply with institutional and disciplinary conventions, engaging in a range of practices common to the production of academic texts”

Reading 2: Literacies and e-learning

Jones, S. and Lea, M. R. (2008) “Digital Literacies in the Lives of Undergraduate Students: Exploring Personal and Curricular Spheres of Practice.” The Electronic Journal of e-Learning Volume 6 Issue 3 2008, pp. 207 - 216

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“… for a number of activities, the proportion of students who have never used a particular technology-based tool outstripped those who had.”

“… for a number of activities, the proportion of students who have never used a particular technology-based tool outstripped those who had.”

“An important consideration in this discussion is student

equity.”

“An important consideration in this discussion is student

equity.”

“It is increasingly recognised that while the majority of incoming university students possess a core set of technology based skills, beyond those a diverse range of skills exist across the student population [….] Moreover, it is recognised that core technology based skills do not necessarily translate into sophisticated skills with other technologies or general information literacy.”

“It is increasingly recognised that while the majority of incoming university students possess a core set of technology based skills, beyond those a diverse range of skills exist across the student population [….] Moreover, it is recognised that core technology based skills do not necessarily translate into sophisticated skills with other technologies or general information literacy.”

Reading 3: The net generation? Kennedy, G.E., Judd, T.S., Churchward, A., Gray, K., Krause, K. (2008) First year students’ experiences with technology: Are they really digital natives? Australasian Journal of Educational Technology 2008, 24(1), pp. 108-122

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“…students can learn through reflecting deeply on the online submissions made by others if they understand the purpose of the activity and approach it in useful ways.”

“…students can learn through reflecting deeply on the online submissions made by others if they understand the purpose of the activity and approach it in useful ways.”

“…the growth of […] ‘blended learning’ in higher education has resulted in a need to devise new ways of measuring and investigating qualitatively different learning experiences of students when they are expected to follow a learning activity across different learning contexts.”

“…the growth of […] ‘blended learning’ in higher education has resulted in a need to devise new ways of measuring and investigating qualitatively different learning experiences of students when they are expected to follow a learning activity across different learning contexts.”

“Without understanding why they are discussing, and how to approach the discussions appropriately, in both face-to-face and on-line contexts, students find it difficult to see the connections between the discussions in class and online and what they are supposed to be learning.”

“Without understanding why they are discussing, and how to approach the discussions appropriately, in both face-to-face and on-line contexts, students find it difficult to see the connections between the discussions in class and online and what they are supposed to be learning.”

Reading 4: Conceptions and approaches ELLIS, R., GOODYEAR, P., O’HARA, A., PROSSER, M. (2007) The university student experience of face-to-face and online discussions: coherence, reflection and meaning. Research in Learning Technology, North America, 15, mar. 2007

Learning Resource MetadataField/Element Value:Title Student Experiences of E-learning - Readings

Description Slides that could be used to introduce the four readings

Theme Student Experiences of E-learning

Subject HE - Education

Author Jane Hughes & Colleen McKenna: HEDERA, 2012

Owner The University of Bath

Audience Educational developers in accredited programmes & courses in higher education.

Issue Date 20/04/2012

Last updated Date 28/07/2012

Version Final – v1

PSF Mapping A2, A4, K4

License Creative Commons Attribution-ShareAlike 2.0 UK: England & Wales License.

Keywordsukoer, education, discthink, disciplinary thinking, hedera, university of bath, e-learning, learning technologies, student experience, TEL, technology-enhanced learning, e-learning practices, digital literacies

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