what makes a successful online learner?

What makes a successful online learner?12/01/2017Sarah Knight, Heather Price, Helen Beetham, Lou McGill

Quick poll

Which most closely describes your role in online learning?

A. TeachingB. Course design/developmentC. Supporting/developing people D. Supporting/developing systems E. Management/leadership

Jan 2017 What makes a successful online learner webinar2

Quick poll

Which most closely describes your aims forthis webinar?

A. Develop myself professionallyB. Develop my dept/organisationC. Learn more about the research/evidenceD. Get ideas for improving a course/coursesE. Other


Background

What makes a successful online learner webinar

Background

»Digital Student: series of projects to investigate students' expectations and experiences of the digital environment»Scaling Up Online Learning: guidance and resources for institutions looking to make online learning scalable and sustainable »Online learners scoping study: background review and recommendations for the online learners investigation

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What makes a successful online learner - report

http://digitalstudent.jiscinvolve.org/

https://www.jisc.ac.uk/guides/scaling-up-online-learning

http://repository.jisc.ac.uk/6505/1/JR0079_ONLINE_STUDY_FINDINGS_REPORT_AUG2016_WEB_ACCESSIBLE_v3.pdf

http://repository.jisc.ac.uk/6505/1/JR0079_ONLINE_STUDY_FINDINGS_REPORT_AUG2016_WEB_ACCESSIBLE_v3.pdf

Jan 2017 What makes a successful online learner webinar

Our assumptions:» Most learners will experience some online component to

their learning: as they move into lifelong learning/professional development, this component will probably become more significant.

» Online learners are not a distinct group of learners: they are any and all learners in situations where online resources, networks and interactions are significant to their learning.

» For some learners, in some situations, ‘online’ is the strongly preferred or only available space of learning.

» For most learners, ‘online’ is an adjunct space of learning which intersects with offline learning at many points.

What do we mean by ‘online learning’?

Image attributed to Flickr user: wocintech stock - 127 6

https://www.flickr.com/photos/wocintechchat/25167741264/



What do we mean by ‘online learning’?

Image attributed to Flickr user: wocintech stock - 127

= online courses +/or online elements of blended courses +/or informal learning online

= learning in online spaces +/or with online materials +/or through online communications +/or with online pedagogies

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» Literature review and analysis (260+ studies) ›Zotero online library›Bibliography

» Validation of findings with:›Expert advisory group›Online learners

#OLsuccess forum#OLSuccess report

›Practitioners(3 live, 2 online events)

» Reporting and dissemination

What we did

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https://www.zotero.org/groups/online_learner_expectations_and_experience/items

https://www.zotero.org/groups/online_learner_expectations_and_experience/items

https://digitalstudent.jiscinvolve.org/wp/files/2016/08/OnlineLearnerStudyBibliography.pdf

http://olsuccess.loumcgill.co.uk/forums/forum/online-learning-success/



https://digitalstudent.jiscinvolve.org/wp/files/2016/07/OLsuccessweekReport.pdf



https://youtu.be/C3kNQ8m6mGY


Our focus: what makes for a successful online learner?

Key questions» What are successful online learners like?» What do successful online learners do?» How do successful online learners feel about learning online?» What differences among online learners are significant to their

success?» How can providers and teachers/facilitators support online

learners’ success?

Underpinning issue: who defines success, who measures it?Jan 2017 9

Key findings


»Online learners are highly diverse: more differences than similarities

»Contexts and motivations for online learning vary across life stages»Relationship of motivation to success: learners see them thru same lens»Emotional responses significant to success: curiosity, confidence,

independence, connection; vs boredom, frustration, loneliness» 'Readiness to learn online' a consistently used but contested metric:

providers devising one-off instruments with little evidence base»Research ‘tribes’ with different issues, discourses, methods e.g. big data vs

rich narratives

Key points

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Successful online learners are…

» Experienced, already successful learners (especially online!)» Motivated, resilient and persistent» Autonomous, self-efficacious, self-regulating» Curious and inquiring» Well-prepared and well-organised - with digital tech!» Digitally capable (diminishing effect? Necessary but not sufficient)» Divergent in their learning preferences and needs:

belonging vs independence, open vs closed, self-directed vs scaffolded

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Finding: How do you prefer to use online resources?

Slightly more of our participants preferred to use recommended resources than to find resources online for themselves: the preference would almost certainly have been stronger with a less confident and experienced group of learners.

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Finding: How do you like to use your social media?

Our participants were fairly evenly split between using their social media informally for learning, using it as a core/essential element of their learning, and keeping it quite separate from their learning, with informal use marginally the more popular.

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Successful online learners do…

» Engage in learning that’s right for them and focus on their own aspirations (choice, motive: signposting, advice)

» Set goals, make and monitor plans» View, actively curate, collate and review a wide range of course-

related content» Pro-actively: find information, seek help, initiate communication» Manage time and attention» Integrate personal with course technologies and media» Make online setting work for them: belonging vs independence,

open vs closed, self-directed vs scaffoldedJan 2017 15


(Online) learning successContext

(e.g. course)Person

Experiences (activities/feedback)

Beliefs(confidence, self-efficacy)

Repertoire (practices,

habits)

Motives (objective,

desire, identity)

genderage

language/culturesocial/econ capital

accessother demands

environmentresourcesactivitiesrewards

rolesinteractions

Jan 2017 16


For exampleContext

(e.g. course)Person

Experiences (activities/feedback)

Beliefs(confidence, self-efficacy)

Repertoire (practices,

habits)

Motives (objective,

desire, identity)2. The course

requires you to share links and resources

using twitter

3. You comply: have positive

feedback from others and some

public RTs

4. You are more likely to tweet

again, believing you will have a +ve response

1. You are keen to meet course

requirements (be a good student)

Jan 2017 17


Successful online learners feel…

» enjoyment - even when learning is challenging (fun, motive, curious, self-development)

» in control of their learning and their outcomes» belonging and care - even in situations of low social/emotional

presence (implied from research)» complex emotions about working with others » anxiety and frustration e.g. with technology – but have strategies

for coping

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#OLsuccess Week

There are some things that I think are vital; it’s the taking note of the advantages that online gives, (e.g. ability to have asynchronous activities as well as synchronous ones)... But, ultimately, we’re all different. What suits me, today, mayn’t suit you tomorrow.

What helps me in learning online is the ability to set my own projects and goals, to have access to a wide range of resources and a group of peers to support me. What doesn’t help me is a course structure or timed-delimited focus

If you do find it difficult to have a voice – start small and work up to more as your confidence grows

Mainly I like it because I don’t feel pressured to be with other people, which I struggle with due to my autism.

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#OLsuccess Week

Jan 2017 20


Significant differences

» Self-efficacy, self-regulation etc. (disposition or repertoire?)» Educational background, experience and capital: previous success» Other demands on time, especially for older adult learners» Access needs and challenges + Linguistic needs and challenges» Mode of participation» (to some extent) subject and level of study» (to a diminishing extent) ICT confidence and capability» (In a few studies) age, gender, cultural background, ethnicity,

employment status, socio-economic status

Jan 2017 21

Quick question

Any questions?

• Please write any comments or questions in the chat window…


Key recommendations


Recommendations from previous Digital Student Studies

HE Digital Student Study recommendations

Final report of the FE Digital Study

Digital Student Skills Sector Final Project Report

Recommendations

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https://digitalstudent.jiscinvolve.org/wp/files/2013/12/Digital-Student-Study-Recommendations-FINAL.doc

https://digitalstudent.jiscinvolve.org/wp/files/2015/05/FEDS-Final-Report-D3-formatted-PDF.pdf

https://digitalstudent.jiscinvolve.org/wp/files/2016/01/Jisc-Digital-Student-Skills-Sector-final-report-v1.0.pdf


» Choose and purposely redesign the course or activity for online learning

» Enable and support staff to develop their digital capabilities for online LTA

» Reward staff for teaching innovation and establish champions of online learning to cascade approaches out

» Develop a flexible, robust online learning environment, addressing barriers to access

» Enable and support learners to take advantage of the opportunities that online learning offers

» Create safe online spaces for learners to develop trust, establish learning communities and develop a sense of belonging to the institution

Recommendations for organisations

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» Use the Scaling up Online Learning guides and checklists to assess strengths and weaknesses

» Encourage staff to use the Jisc online learning readiness tool either individually, in teams or as part of their CPD

Recommendations for organisations

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https://onlineready.jisc.ac.uk/



Recommendations for online teachers

»Teach responsively, with consideration to learners’ different: motivations, interests, learning histories and resources

» Prepare online learners to study online: norms, practices, expectations, good study habits, functional access

» Enable learners to use their own devices, services and skills» Support access to rich and diverse learning content» Provide a digital environment that is accessible, social and personalisable: open

(for some learners); secure (for others)» Address the barriers to success we have identified for specific groups of learners

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Recommendations for online learners

» Focus on your reasons for learning and review your progress and goals regularly

» Consider whether online learning is right for you.

» Before you sign up, make sure that you have a thorough understanding of what will be expected of you at all stages of the course.

» Consider if you need a support network. » If you have specific needs, ask in advance

how the course provider can help to support your learning.

» Make sure that you have access to the appropriate technologies that you will need.

Image source: https://www.flickr.com/photos/tamuc/14305644882/in/photostream/

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https://www.flickr.com/photos/tamuc/14305644882/in/photostream/




Recommendations for online learners

» Think about your learning ‘space/s’. » Make a timetable and plan your tasks. Be

realistic about what you can complete. » Try to be a ‘reflective learner’. At different

stages of the course consider if your approaches are working for you.

» Be prepared to seek help if you need it from tutors, other learners, or your own support network.

» Consider using any mechanisms provided to create a social presence, such as a place to make a personal profile.

» Take advantage of any means to provide feedback to your course provider.

Photo Credit: Adam Pantozzi/Times Alliancehttps://www.flickr.com/photos/yodelanecdotal/4092671749

Jan 2017 29

Quick question

Which recommendation is most relevant and actionable for your organisation?

• Please write any comments in the chat window…


Moving forward


» Online version of the Digital Student Experience Tracker, specifically for online learners/courses/providers

» Adapted questions drew on findings of Online Learners study» 27 institutions signed up: 10 FE/skills, 17 HE: data ready for analysis

in April

What next? Digital student

Image source: flickr.com/photos/yodelanecdotal/4092671749

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New 'Learners Stories' project collecting personal accounts from successful digital learners

https://www.flickr.com/photos/yodelanecdotal/4092671749

https://www.flickr.com/photos/yodelanecdotal/4092671749


» Scaling up online learning

» Curriculum design and support

» Technology and tools for online learning

» Checklists (word document)

Scaling up online learningA series of guides and checklists to help staff understand the decisions that need to be made and the processes involved in scaling up online learning at an organisational level:

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https://www.jisc.ac.uk/guides/curriculum-design-and-support-for-online-learning

https://www.jisc.ac.uk/guides/curriculum-design-and-support-for-online-learning

https://www.jisc.ac.uk/full-guide/technology-and-tools-for-online-learning

https://www.jisc.ac.uk/full-guide/technology-and-tools-for-online-learning

http://repository.jisc.ac.uk/6405/5/ScalingUpOnlineLearningInstitutionalChecklist_3.docx


For individual staff, teams or as part of CPD Online learning readiness tool

We welcome your feedback!

Scaling up online learning

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Quick poll

Which of the following should Jisc prioritise now?A. Qualitative research with online learnersB. Quantitative research based on data

from the Online Learners TrackerC. Develop further guidance resourcesD. Build a network for peer learning

across institutionsE. Institutional consultancy offer


Jan 2017What makes a successful online learner webinar

Twitter: #OLSuccessForum: http://olsuccess.loumcgill.co.uk/

What next? Join the conversation online

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http://olsuccess.loumcgill.co.uk/