E-Learning Adoption in a Higher Education Setting: An Empirical Study

Prague, Czech Republic, December 4 - 6, 2015

E-Learning Adoption in a

Higher Education Setting:An Empirical Study

Talk at the Multidisciplinary Academic Conference on Education, Teaching and Learning 2015

MAC-ETL 2015

Prof. Dr. Dagmar Monett, Prof. Dr. Margarita Elkina

D. Monett 2Prague, Czech Republic, December 4 - 6, 2015

Image by DavidCastilloDominici at FreeDigitalPhotos.net

Probably someone not using E-Learning...

Or a frustrated E-Learning adopter?

D. Monett

D. Monett

Topics

3Prague, Czech Republic, December 4 - 6, 2015

■ Background

■ Surveys:

■ Methodology. Demographics

■ Findings

■ Two groups of attitude towards E-Learning

■ E-Learning inhibitors

■ Learning Analytics

■ Recommendations

■ Conclusions


Background


Background

■ E-Learning platform, LMS: considered standard for

every higher education institution

■ Wide range of activities both for individual learning

and for group work

■ E-Learning adoption: pros and cons

■ Different expectations, different types of students,

different use of technology, etc.

LMS: Learning Management System


Our motivation

■ E-Learning? Many open questions!

■ Used by students and faculty alike? How much

and how?

■ Are there different learning/teaching approaches

when using E-Learning?

■ How willing are faculty to invest extra time on top

of its already heavy teaching load in learning and

using new technologies?

■ etc.


Surveys

D. Monett

Methodology


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■ Two questionnaires (students, faculty) on the use

of E-Learning in general and LMS in particular

■ Available online from April 4 to June 20, 2013

■ Managed using Umfrage Online

■ 6 (students) and 14 (faculty) questions to be

answered

LMS: Learning Management System

D. Monett

Demographics


■ Students:

■ 425 Bachelor’s students

■ 59 Master’s students

■ 23 from other degree programs

■ Faculty:

■ 90 valid responses

■ 41.6% female, 58.4% male

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Findings:

Students

D. Monett

Activities available – BSc


0 100 200 300 400

Classmate interaction possible

Formative quizzes available

Wiki activity used

Workshop activity available

Assessments conducted…

Summative quizzes available

Survey activity available

Glossary activity used

Chat activity available

Lesson activity available

Links to external resources…

Learning packages available

Self upload used

Forum activity available

Database activity used

Assignments activity available

Course orgware available

Course materials available

often

sometimes

seldom

never

dont't knowor noanswer

(N=425)

D. Monett

Wish more of: BSc


0 20 40 60 80 100

No eLearning at all

Voice recordings

Glossar

Chat

Classmate interaction

Workshop

Assessment

Wiki

Videos

Database

Interaction with faculty

Forum

Interactive exercises

Course materials

Mock exams

Exercises

(N=425)

D. Monett

Wish more of: MSc


0 20 40 60 80 100

No eLearning at all

Voice recordings

Glossar

Assessment

Forum

Chat

Database

Wiki

Classmate interaction

Workshop

Interaction with faculty

Course materials

Mock exams

Videos

Interactive exercises

Exercises

(N=59)

D. Monett

Wish more of (6) – BSc


0

10

20

30

40

50

60

70

80

1 2 3 4 5 6

%

Semester

Exercises Mock exams Course materials

Interactive exercises Forum Interaction with faculty

(N=425)

D. Monett

Wish more of (6) – BSc


-10

0

10

20

30

40

50

60

70

80

90

0 1 2 3 4 5 6 7

1st year 2nd year 3rd year

(N=425)

1: Exercises; 2: Course materials; 3: Mock exams; 4: Formative assessments; 5: Forums; 6: Summative assess.


Findings:

Faculty

D. Monett

When E-Learning?


(N=90)

0

10

20

30

40

50

60

70

eLearning in class optional forstudents at home

mandatory forstudents at home

no eLearning atall

%

female male

D. Monett

How E-Learning?


(N=90)

%

I use it

already

I would

use it

I would

never use

it

I don’t know

it or no

answer

Mock exams 17,78 46,67 21,11 14,44

Assignments 31,11 42,22 13,33 13,33

Interactive assignments 6,67 50,00 21,11 22,22

Video 36,67 31,11 13,33 18,89

Video/audio recording 11,11 40,00 25,56 23,33

Wiki 16,67 41,11 17,78 24,44

Glossary 12,22 46,67 14,44 26,67

Database 17,78 46,67 12,22 23,33

Forum 20,00 44,44 21,11 14,44

Student-student interaction 30,00 50,00 3,33 16,67

Student-faculty interaction 53,33 30,00 6,67 10,00

Chat 10,00 43,33 26,67 20,00

Workshop 8,89 52,22 14,44 24,44

Course materials 76,67 13,33 2,22 7,78

Summative tests 4,44 34,44 38,89 22,22

D. Monett

How E-Learning?


(N=90)

%

I use it

already

I would

use it

I would

never use

it

I don’t know

it or no

answer

Mock exams 17,78 46,67 21,11 14,44

Assignments 31,11 42,22 13,33 13,33


Video 36,67 31,11 13,33 18,89


Wiki 16,67 41,11 17,78 24,44

Glossary 12,22 46,67 14,44 26,67

Database 17,78 46,67 12,22 23,33

Forum 20,00 44,44 21,11 14,44



Chat 10,00 43,33 26,67 20,00

Workshop 8,89 52,22 14,44 24,44


Summative tests 4,44 34,44 38,89 22,22

Dominant group

of attitude:

Educators use

E-Learning or

think it could be

valuable

D. Monett

How E-Learning?


(N=90)

%

I use it

already

I would

use it

I would

never use

it

I don’t know

it or no

answer

Mock exams 17,78 46,67 21,11 14,44

Assignments 31,11 42,22 13,33 13,33


Video 36,67 31,11 13,33 18,89


Wiki 16,67 41,11 17,78 24,44

Glossary 12,22 46,67 14,44 26,67

Database 17,78 46,67 12,22 23,33

Forum 20,00 44,44 21,11 14,44



Chat 10,00 43,33 26,67 20,00

Workshop 8,89 52,22 14,44 24,44


Summative tests 4,44 34,44 38,89 22,22

Secondary group

of attitude:

Educators that

do not believe in

E-Learning and

will not give it a

try

D. Monett

E-Learning inhibitors (i)


■ Teaching load already very high (18 credit hours

per week)

■ E-Learning, planning, designing, delivering and

managing - not part of formal teaching load

■ Engagement in E-Learning has no compensation

■ Better than “a well-prepared static website with all

the necessary course information in addition to

adequate interaction with students via email”?

D. Monett

E-Learning inhibitors (ii)


■ E-Learning terminology and LMS functionalities

unknown or complex

■ LMS is not 100% suitable for supporting teaching

■ Learning new tools is very time-consuming

■ “Effort required for a flawless information delivery

is disproportionately higher than for face-to-face

teaching”

■ Training offered by the institution is not flexible

enough (time issues arise)


Learning Analytics


Learning Analytics

“[It is] the measurement, collection,

analysis and reporting of data about

learners and their contexts, for purposes

of understanding and optimizing learning

and the environments in which it occurs”

Taken from the Call for Papers of the

First International Conference on Learning Analytics and Knowledge, LAK 2011,

Banff, Alberta, Canada.

(See more at https://tekri.athabascau.ca/analytics/call-papers)

https://tekri.athabascau.ca/analytics/call-papers

D. Monett

3rd survey


■ Observing and analysing learners’ behaviour in

Moodle

■ Parallel, third survey on the use of LeMo

■ 70%: Data visualisation is key!

■ 80%: Monitoring learners’ access to learning

materials that are available

■ LA help to structure the learning materials better

LA: Learning Analytics


Recommendations


Image by DavidCastilloDominici at FreeDigitalPhotos.net

Probably someone not using E-Learning...

Or a frustrated E-Learning adopter?

D. Monett

D. Monett

Recommendations


■ E-Learning? Extra compensation is needed (e.g.,

in the form of teaching load release)

■ Allocate E-Learning instructors and instructional

designers directly to faculty for assistance

■ Who are the learners? Different types of students

might use E-Learning tools differently

■ Make use of Learning Analytics tools to…

■ ...understand how students learn

■ ...reflect on own teaching


Conclusions

D. Monett

Topics covered


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