The research journey begins
This is the first post in a series of posts to do with my e-learning research and it seems quite fitting to start this series by considering who the key player or players for E-learning are in Australia.
The National VET E-learning Strategy (the Strategy), has been commissioned at State and Commonwealth level to support the Australian training sector in their use of new learning technologies. More specifically it aims to build the capability of Registered Training Organisations (RTOs), industry and individuals in their quest to provide more accessible training opportunities through the use of new technologies. Prior to 2012-2015 the National VET E-learning Strategy was known as the Australian Flexible Learning Framework. The new Strategy was endorsed by the National Senior Officials Committee (NSOC) in 2011.
A very important business activity in the previous Strategy was the Benchmarking and Research Activity. This activity produced two very important publications that are fundamental to our understanding of what has been happening in the e-learning space in Australia over the last few years.
The 2010 E-learning Benchmarking Survey – Final Report and the 2011 E-learning Benchmarking Survey – Final Report provide an insight into how Technology is being used in the Vocational Education and Training (VET) sector, making them both a valuable source of information for my research.
In 2010 Benchmarking and Research Business Activity surveyed 784 registered training organisations (RTOs), 2,411 VET teachers/trainers and 800 employers. In 2011 a further 6000 students from 250 RTOs were surveyed. The focus of the surveys was on how e-learning (2010) and technology (2011) was used in VET. In 2009 it was firmly established that both students and their employers considered it was no longer a question of ‘if’ training should include e-learning but rather ‘how’. Not surprisingly, this trend continued into 2010 where we see e-learning being recognised as an integral part of training delivery and considerable numbers of employers increasing their own use of e-learning into areas of both structured and unstructured training.
This is a fantastic response and it made me think (like many others) should the questions we ask now focus on how this technology is being used and what effect the use of technology actually has on learning. It is very true that e-learning has opened up training opportunities to even the most remote location but what I am wanting to know is, how successful has this training been and what evidence is there to suggest that the transfer of training has produced results in the individual and furthermore their Australian workplace.
The 2011 survey focused on how technology was being used by VET students in their training programs. Eighty two per cent reported some e-learning in training; surprisingly this is down from 2009 where 87% reported the use of e-learning in training. An even more interesting fact emerged 30% of those surveyed had what the authors of the report considered ‘a lot of e-learning’. The highest proportion of students using e-learning came from SA and ACT (both in the 90% range), followed by NSW and VIC (both in the high 70 to low 80% range) and finally private, industry and enterprise training organisations sitting at 75%.
With such an increase in the use of technology in VET, exploring the success and failures of using this technology seems an appropriate task.
The Australian Flexible Learning Framework reports that student preference for the use of e-learning hasn’t changed much since 2009, 90% would suggest a small amount and 26% suggest a lot.
Major findings in the 2011 report reveal that more than two-thirds of survey respondents used interactive learning resources on site and off site and many of their experiences involved technologies such as virtual classrooms (Elluminate, Blackboard Collaborate, Adobe Connect), learning management systems (such as Moodle) and web 2.0 technologies such as wikis and blogs.
The use of other technologies seemed to be less common. Only a third of the survey respondents indicated they were using technologies such as podcasts, mobile phones and smart phones, e-portfolios and social networking sites such as Facebook and Twitter.
When considering the impact of the technology the 2011 Benchmarking Survey reports that using e-learning in training provides them with an increase of personal technology skills making them more current in today’s job market.
According to Australian Flexible Learning Framework 66% said e-learning activities were effective in helping them to learn, 55% said their renewed confidence and skills helped them to do their job better, while 42% said it had helped them get a better job and 66% said they expected to get a better job. In 2010, 46% of teachers surveyed also thought e-learning improved learning outcomes for students.
It is not possible for all factors to be considered in any survey and with this in mind there is still room to explore these results as time goes on to ensure they present a true picture of the effects technology has on learning.
The surveys present a strong picture of the growth of e-learning over time in this nation may they also present other opportunities for educators to reflect and explore the use of technology in VET.
As you were reading this did you start to ask yourself, why it is that 66% said e-learning activities were effective in helping them to learn? Does this mean that 44% did not and if so, why? The results also raise questions about the type of e-learning resources used. Were the resources purchased off the shelf, were they created by their teacher, were they created by a team of content writers and instructional designers and did this make a difference? Other factors that may influence the transfer of learning might include the types of activities that involved e-learning. For example, did the e-learning activities include an increase in collaborative activities with other students, an opportunity for personal research and reflection or simply a tool to upload activities and assessments for marking or feedback? If feedback was given, how often and was there a difference experienced between feedback given electronically and personally using technologies or even face to face? Most agree that technology used in a blended manner seems to achieve the best results. So it is appropriate to ask the question, was it the technology that assisted learning, the opportunity to collaborate with other students, increased opportunities for feedback as you learn or a combination of all of these methods? My personal research will consider many of these questions and present a picture of how technology assists learning and where it does not but before I do this we must consider how the national research compares with that of other countries.
Are you also researching a similar theme? If not, why not drop by and share your findings.
I & J Management Services 2010, 2010 E-learning Benchmarking Survey – Final Report, written for The Australian Flexible Learning Framework accessed online 14 August 2012, available from:
I & J Management Services 2011, 2011 E-learning Benchmarking Survey – Final Report, written for The Australian Flexible Learning Framework accessed online 14 August 2012, available from:
Both publications are available from: www.e-learningindicators.flexiblelearning.net.au
