Engaging the 'Xbox generation of learners' in Higher Education

The research project identifies examples of technology used to empower learning of Secondary school pupils that could be used to inform students’ engagement in learning with technology in the Higher Education sector. Research was carried out in five partnership Secondary schools and one associate Secondary school to investigate how pupils learn with technology in lessons and to identify the pedagogy underpinning such learning. Data was collected through individual interviews with pupils, group interviews with members of the schools’ councils, lesson observations, interviews with teachers, pupil surveys, teacher surveys, and a case study of a learning event. In addition, data was collected on students’ learning with technology at the university through group interviews with students and student surveys in the School of Education and Professional Development, and through surveys completed by students across various university departments. University tutors, researchers, academic staff, learning technology advisers, and cross sector partners from the local authority participated in focus group interviews on the challenges facing Higher Education in engaging new generations of students, who have grown up in the digital age, in successful scholarly learning

VLE a blessing or a curse: VLE use by HE Academic Staff

This study makes use of qualitative and quantitative methods to explore how a Virtual Learning Environment (VLE) can be supported in a Higher Education setting. Data analysis showed that holistic support strategies were capable of targeting larger groups of teachers effectively via staff development workshops and strategies. School-wide mechanisms were embedded establishing a ‘standard’ for the VLE. Once adoption of the VLE across the school had reached its peak, course teams required bespoke and specialised support. This required revisiting the (formative and summative) assessment techniques in module specifications to incorporate this use of the VLE. In conclusion, use of the VLE has levelled after the ‘peak’, individualised support is critical to maintain progression and benefit of the VLE which can be done through short-term strategies. The skill-set of those providing the support evolved from technical expertise to one that incorporates a good understanding of relative pedagogy

Learner strategies using learning technologies in taught curriculum time

There appears to be little research evidence on learners’ experience of learning with technology in taught curriculum time, how learners are engaged in learning with technology in this learning context, the learning strategies they use and associated learning outcomes. By focussing on learning with technology in taught sessions and the strategies that learners use in this context, the present study aimed to investigate an important dimension of the concept of e-learning, which is often not associated with taught curriculum time, but more with independent self-directed study time (SDST). The focus of the project would seem to be of interest at the present time of substantial investment across the educational sectors in technological provision and capability for computer access, Virtual Learning Environments (VLEs) and online communication and information systems. In order to meet the continuing challenge of delivering greater educational value from technology and realising significant benefits for learners (Crowne, 2007) the project aimed to identify learners’ strategies when using technology as a cognitive tool in taught curriculum sessions. The intention was that the findings would inform how we can develop more effective learning strategies using technology in taught sessions. It was considered important to identify the continuities and discontinuities that currently occur between the Secondary school, FE and HE sectors in students’ learning with technology in taught curriculum time. Findings would inform support for increased learner engagement with technology in the three educational sectors and would sustain improvement in learner capability as students transfer from Secondary school to FE and into HE on their educational journey