On campus, but out of class: an investigation into students' experiences of learning technologies in their self-directed study

Abstract

FrancesDeepwell f.deepwell@coventry.ac.uk This paper presents an investigation into how students studying at university engage actively with learning technology in their self-directed study time. The case study surveyed 250 students studying at undergraduate and postgraduate level from a purposive sample of departments within one institution. The study has also conducted focus groups and a number of in-depth follow-up interviews with respondents to the survey. In this article we explore three emerging aspects of the learning experience, namely student expectations of the technology, their lecturers' engagement with technology and how the technology might support processes of transition in higher education. One key implication is that more academic guidance is needed on what and how to use the technology effectively for independent learning, even where ICT skills levels are high. The study also identifies the significant role that the lecturer plays in facilitating students' use of technology. The findings of this study will be of interest to those working to incorporate learning technologies more effectively in higher education, in particular for those who are looking to improve the engagement of students in self-directed learning.Keywords: student experience; learning technologies; self-directed learning; blended learning; case study IntroductionThis paper reports on an investigation into the experiences of students using learning technologies in their learning while studying on campus-based university courses. Particular attention is paid to the experiences of campus-based students outside formal classroom interactions in self-directed study. Self-directed learning (SDL) is 'a form of study in which learners have the primary responsibility for planning, carrying out and evaluating their own learning experiences ' (Merriam and Caffarella 1991, 41). SDL occurs in both informal and formal learning situations and typical activities include peer discussion and collaboration, accessing library resources, reading, research and development and working through tutorial materials and workbooks. Within formal academic programmes in the UK, hours are allocated to self-directed study in addition to hours for lectures and seminar attendance. These hours are quantified in quality assurance documents and typically constitute a substantial proportion of an academic programme. We were, therefore, interested in investigating how students were using technology during this time, which is, at least notionally, at the disposal of the students. There is an expectation on the part of the higher education institution that students use the time for studying in depth and preparing their coursework. For the student this notional time is under threat. The threats can come externally from the demands of income generation to cover fees and living expenses, social pressures and an overloaded curriculum, *Corresponding author. Email: f.deepwell@coventry.ac.uk 6 F. Deepwell and S. Maliktogether with a declining staff:student ratio. However, th...

Trainee teachers’ use of blogs as private reflections for professional development

“…It may be, as other studies have found, that more academic guidance is needed to ensure that trainees, including those with high ICT skills, can use the technology effectively for independent learning (Deepwell and Malik 2008). Ellis et al (2007) determined that students benefit more from an online experience if they understand its purpose in relation to the task or learning outcome.…”

Introducing blended learning: An experience of uncertainty for students in the United Arab Emirates

“…a mix of face-to-face and e-learning instruction (Deepwell and Malik 2008;Martins and Kellermann 2004). We study the effect of one dimension, from within a culture framework, on the introduction to blended learning for business undergraduates at a university in the United Arab Emirates (UAE).…”

Exploring the uses of mobile phones to support informal learning

“…They can suggest ways to use the mobile phone features outside the classroom. This is supported by Deepwell and Malik (2008) who stressed instructors' role in improving opportunities for students to use mobile technologies outside the classroom. Having said that, the instructors themselves may need training in this area to be able to help students ).…”