LEX Final Report - August06

LEX Final Report, August 2006
LEX
The Learner Experience of e-Learning
Final Project Report

August 2006
Linda Creanor l.creanor@gcal.ac.uk

Kathryn Trinder k.trinder@gcal.ac.uk
Glasgow Caledonian University
Doug Gowan doug.gowan@olp.org.uk

Carol Howells carol.howells@olp.org.uk
The Open Learning Partnership
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L E X - Final Project Report
1. Introduction..................................................................................................................... 3
2. Research Methodology .................................................................................................. 4
2.1 IPA .............................................................................................................................. 4
2.2 Interview Plus ........................................................................................................... 4
3. Implementation............................................................................................................... 5
3.1 Tutor engagement .................................................................................................... 5
3.2 Sampling strategy..................................................................................................... 5
3.3 Interview artefacts .................................................................................................... 7
4. Data Analysis .................................................................................................................. 7
4.1 Exploratory codes and emerging themes.............................................................. 7
4.2 Collaborative software tools ................................................................................... 8
5. Overview ......................................................................................................................... 8
6. Characterising effective learners in an e-learning context....................................... 9
6.1 Learning and identity .............................................................................................. 9
6.2 Informal learning with technology ........................................................................ 9
6.3 IT skills ..................................................................................................................... 10
6.4 Networking ............................................................................................................. 11
6.5 Age factors............................................................................................................... 11
7. Learner beliefs and intentions ................................................................................... 12
7.1 Advantages and disadvantages of e-learning .................................................... 12
7.2 Emotions .................................................................................................................. 14
7.4 Study and leisure .................................................................................................... 14
7.5 Confidence and self-esteem .................................................................................. 15
7.6 Tutor support .......................................................................................................... 15
8. Learner strategies and behaviours ............................................................................. 16
8.1 Fitting learning around life ................................................................................... 16
8.2 Approaches to study .............................................................................................. 17
8.3 Influence of family.................................................................................................. 18
8.4 Learning activities .................................................................................................. 19
8.5 Control and choice.................................................................................................. 21
8.6 Cost factors .............................................................................................................. 22
9. Developing a conceptual framework........................................................................ 22
10. Conclusions and recommendations......................................................................... 25
10.1 On the findings ..................................................................................................... 25
10.2 On the process....................................................................................................... 27
10.3 Recommendations ................................................................................................ 28
Acknowledgements.......................................................................................................... 29
Author details ................................................................................................................... 30
References .......................................................................................................................... 31
Appendices........................................................................................................................ 33
Appendix 1 - Interview Schedule................................................................................... 33
Appendix 2 - Focus Group Interview Schedule ........................................................... 34
Appendix 3 - Organisational letter ................................................................................ 35
Appendix 4 - Learner Profile .......................................................................................... 36
Appendix 5 - Consent form............................................................................................. 38
Appendix 6 - Details of sampling................................................................................... 39
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1.1 Interviews and Focus groups carried out ........................................................... 39

1.2 Participating Institutions ....................................................................................... 40
Appendix 7 - Demographics ........................................................................................... 41
Appendix 8 - Conceptual map of influencing factors ................................................. 44
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L E X - Final Project Report
1. Introduction
The Learner’s Experience of E-Learning (LEX) research study was funded under the
Pedagogy strand of the JISC e-Learning Development Programme and ran for one
year, from May 2005 to June 2006. It formed part of the ‘Understanding my
Learning’ theme which is exploring learner perspectives on e-learning. The aim of
the study was to investigate learners’ current experiences and expectations of e-
learning across the broad range of further, higher, adult, community and work-based
learning. We have taken a very broad view of e-learning to encompass a spectrum of
technology use from completely online courses, through campus-based courses
enhanced by digital resources, to more personalised use of social software and
mobile devices.
“To see e-learning from the learner’s viewpoint, we must see technology in the broadest
possible sense”. (Sharpe et al, 2005, p3)
LEX was closely linked to the Learner Scoping Study undertaken by Rhona Sharpe,
Greg Benfield, Ellen Lessner and Eta De Cicco in 2005, which provided its
underpinning theoretical and methodological basis. The literature review
undertaken by the scoping study indicates that the majority of e-learning research
originates in higher education, while adult and community learning and work-based
learning contexts are poorly represented. Many are written from a practitioner’s
perspective, with only a small minority allowing the learner’s voice to come through.
“It is noticeable that there are few studies in the literature which have taken a holistic
approach to the study of e-learning. There is a dearth of studies into how learners in
mainstream post-compulsory learning experience the increasingly ubiquitous use of e-
learning technologies and approaches within a generally campus-based learning
context.” (Sharpe et al, 2005, p3)
Previous influential studies have included the Networked Learning in Higher

Education project (Jan 1999 – Dec 2000) based at the University of Lancaster, which
researched student experiences of online learning through a series of case studies,
surveys and interviews, and the Student Online Learning Experiences project
(SOLE, 2002-2004) at the University of Bristol, which also used case studies to
investigate the student experience of virtual learning environments in both Higher
and Further Education. The blurring of boundaries between the experiences of on-
and off-campus learners, the changing nature of learner profiles and the influence of
the institutional context were noted (Jones et al, 2001), as were evolving roles and
pedagogies (Timmis et al, 2004).
LEX aimed to build on these studies and help to address the imbalance by adopting
an exclusively learner-centred focus to find out directly from the learners how they
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felt about, and coped with, e-learning. The research questions therefore centred on
the following themes:
• What might characterise effective learners in an e-learning context?

(e.g. IT skills, confidence, technology-rich background)
• What beliefs and intentions do effective learners display?
(e.g. understanding of the teaching and learning process and their role within that,
personal motivation, emotional aspects of technology use.)
• What strategies do effective learners display?
(e.g. managing their learning, fitting life around learning, coping with problems,
willingness to engage in e-learning)
It was evident from the questions that a holistic approach was required,
encompassing the whole learning context rather than focusing exclusively on e-
learning. Given the complexity of learners’ lives as they try to fit study around work,
leisure and family commitments, it was clear from the outset that it would be
necessary for the LEX study to take a broad view of the field.
2. Research Methodology
A full account of the research methodology will be provided by an accompanying
report authored by Professor Terry Mayes, consultant to the LEX project, therefore
this section gives a brief overview only.
2.1 IPA
Following discussion with Terry Mayes, and in recognition of the subjective nature
of the learner experience, the research team decided to adopt an Interpretative
Phenomenological Approach (IPA) as described by Reid, Flowers and Larkin (2005).
To date, this variation of phenomenological methodology has been used primarily in
health and psychology disciplines, and rests on the premise that the interviewee is
expert on their own experience. This inductive approach deliberately avoids testing
hypotheses and making prior assumptions, but rather encourages participants to
provide their own detailed narrative, interpreting their understanding of their
experiences firstly for themselves and subsequently for the researcher. Its aim is to
capture and explore the meanings that participants assign to their own experiences,
reduce the complexity of the resultant data through rigorous analysis, and provide
an interpretative, transparent and reflective account of the outcome. As well as
providing a plausible interpretation of an individual experience, the analysis can also
maintain a balance by drawing out shared aspects of experiences across a group of
participants. Flowers (2005) states that “Analyses usually maintain some level of focus on
what is distinct (i.e. idiographic study of persons), but will also attempt to balance this
against an account of what is shared (i.e. commonalities across a group of participants).”
2.2 Interview Plus

Another influencing factor has been the work of Helen Beetham, consultant to the
JISC Pedagogy strand, whose advice and guidance, particularly in relation to
interview techniques, has also been valuable to the LEX team. The term Interview
Plus was coined by Helen to describe the conduct and analysis of individual
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interviews supported by appropriate learning artefacts. These artefacts would

normally be created by the learner during a learning episode and may include items
such as learning diaries, blogs, transcripts of asynchronous discussions and e-
portfolios which are used as prompts to instigate discussion and encourage deeper
reflection (Aspden & Helm, 2004). The Scoping Study Final Report (2005) also
advocated this approach as a useful technique to help capture effectively the beliefs,
intentions, motivations and feelings of learners.
By combining IPA with Interview Plus, we aimed to elicit highly personal and
subjective data from individuals alongside the identification of shared characteristics
across the sample. The study was based therefore on a series of interviews
supplemented with a few focus groups (schedules are available in appendices 1 & 2),
initially to help with the identification of suitable candidates for interview, and
subsequently to validate some of the interesting themes which had emerged during
the interviews.
3. Implementation
Practical aspects of implementing the study also required to be addressed. The initial
list of contacts which the scoping team provided was supplemented with others from
the Pedagogy Experts group and LEX team members. These were reviewed with the
intention of maintaining a balance between HE, FE and ACL contexts from across the
UK, and of ensuring a representative sample of different e-learning approaches.
3.1 Tutor engagement

We were aware also that tutor engagement would be crucial, and were relieved to
find that those we contacted were very willing to encourage their learners’
involvement in the study. Letters of confirmation were sent to senior people in each
organisation to ensure participation was visible and acknowledged (appendix 3). We
made clear that our intention was not to review particular courses, but to elicit
learner views on the wider impact of technology on their learning. Tutor input was
also valuable in providing background information about the use of e-learning in
their courses, helping to identify suitable learners for interview, and arranging
appropriate venues. They assisted with the identification of learning artefacts for use
during interviews and in granting us access to online discussion forums and other
course resources.
3.2 Sampling strategy

From these initial contacts, we identified a shortlist with whom we engaged in
correspondence, working closely with tutors to identify individuals and groups of
learners for interview. We were keen to capture a balance of ages, gender,
educational levels and previous e-learning experience, and as far as possible,
targeted individuals who matched our criteria. We contacted individual learners
directly to arrange dates, times and interview venues, and asked them to complete
learner profiles and sign consent forms (appendices 4 & 5). National book tokens
were offered as an incentive to all learners who took part. These administrative
aspects of the study took much longer than expected, but we felt strongly that the
nature of our approach necessitated face-to-face meetings rather than telephone or
online interviews. Throughout the study, timing has been crucial: too early in the
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academic year and learners have not had any real exposure to e-learning; too late
and they are busy with final assignments and exams. Table 1 below outlines the
total number of interviews and focus groups conducted.
Table 1
Total Number
Focus groups 6
Individual interviews 22
Learners involved 55
Institutions involved 9 (3 HE, 4 FE, 2 ACL)
The 55 participants comprised 24 males (44%) and 30 females (55%). One person did
not declare their gender. Of these, 41 (75%) had English as their first language.
Participants were learning on a range of courses such as higher national social care
and customer care; undergraduate business studies; English for speakers of other
languages (ESOL); postgraduate law; trade union education; undergraduate
economics; undergraduate hospitality supervision; adult numeracy & literacy; and
undergraduate marketing. Of those taking part in formal courses, 24 were in full
time education and 19 were studying part-time. The majority (71%) were also in
employment, with 18 working full time and 21 part-time. A further 5 were actively
seeking employment.
Table 2 highlights the age range of participants, capturing a broad spectrum of

learners from recent school leavers to mature adults.
Table 2
Age range %
16-24 24 43.6%
25-34 6 10.9%
35-54 20 36.4%
55-64 2 3.6%
65+ 2 3.6%
Unstated 1 1.8%
When asked to rate their computer skills, only 3 (5%) classified themselves as expert
users while 25 (45%) stated that they were confident in their skills. The remainder
described themselves as partly confident, with only one acknowledging a complete
lack of confidence. While the majority (71%) had access to a computer from home, it’s
interesting to note that an even greater number (85%) made frequent use of a mobile
phone.
Table 3 provides a breakdown of the learners’ experiences of learning technology. It
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demonstrates that email was by far the most used technology in this context (69%),
followed by computer-based course materials (38%). For 11 (20%) of learners, this
was their first experience of using technology for learning.
Table 3
Learning Technology %
Online course 10 18.2
Partly online course 8 14.5
Electronic whiteboard 14 25.5
Materials on computer 26 47.3
Computer based assessments 21 38.2
Online discussion board 12 21.8
Video and audio files 15 27.3
Videoconferencing 4 7.3
Email 38 69.1
Learning on mobile device 4 7.3
First experience 11 20.0
Other 0 0
The full sampling data is available in appendices 6 and 7.
3.3 Interview artefacts

As recommended, learning artefacts were used whenever possible during the
individual interviews. These ranged from online resources such as learning logs or
course materials which the interviewees had been using, to online discussion boards
and video lectures. In one case we prepared interviewees by asking them to keep a
reflective blog on their use of technology for two weeks before attending the
interview, and then used these reflections to focus the discussion. In another case, a
discussion forum was created specifically to encourage reflection among the
participants in an online course which not only allowed us to introduce the topic in
an informal way, but also helped us to identify suitable candidates for interview.
Where interviews took place in a learning centre, the venue itself and the technical
provision within it often proved to be a useful talking point. In order to ensure an
open and wide-ranging discussion with the interviewees however, we found it
helpful to delay the introduction of the artefact as it did tend to narrow the focus of
the interview.
4. Data Analysis
The analysis of the rich data set yielded by the IPA interviews proved to be complex
and challenging. Again, full details will be presented in the accompanying
methodology report, therefore only a short overview is presented here.
4.1 Exploratory codes and emerging themes

According to the IPA literature, the researcher’s subjective interpretation of the
meanings, attitudes and understandings which underpin an individual’s lived
experience cannot be construed as facts, but through implementing a detailed
exploratory coding approach to the analysis which highlights emergent and
recurrent themes, along with rigorous cross-validation among the research team, a
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robust analytic interpretation can be achieved (Elliot et al, 1999; Reid et al, 2005). We
adopted a collaborative approach, with three of the team members carefully
extracting the exploratory codes and emerging themes for groups of three or four
transcripts at a time, then passing them on to the fourth team member for cross-
validation and synthesis. This was done in rotation, with each member of the team
having the opportunity to analyse the group level themes and to contribute to the
higher level ‘super’ themes. Learner quotes which illustrated these themes were also
highlighted during this process, and short audio clips were prepared of some of the
more interesting quotes.
4.2 Collaborative software tools

In keeping with the nature of the study, the distributed LEX team made use of social
software to support the process of analysis, with Moodle and Writely proving to be
extremely valuable tools. This was supplemented by regular teleconferences and the
occasional face-to-face brainstorming meeting, particularly at the beginning and
towards the end of the process. Concept mapping software was also used to help
illustrate the themes and explore their connections.
5. Overview
The complexity of the learning context is already well documented (e.g. Entwhistle et
al, 2002; Mason & Weller, 2000) but additional layers of difficulty appear when we
view it entirely from the learner perspective. The complicated nature of their lives,
the ubiquitous nature of technology use and the many external influencing factors
over which tutors have no control begin to emerge. As a research team, we feel
privileged to have been allowed access to these very personal reflections and
experiences.
Despite the fact that the learners who took part in the LEX study represented a broad
range of recent school leavers, adult returners, and work based learners, many of the
emergent themes were common across all sectors, ages and stages of learning. In
order to ensure mutual understanding of the topic, the research team were careful to
encourage the learners to talk about their experiences in their own words. Only a
small minority used the term ‘e-learning’, mainly because it had been introduced to
them as such by their tutors. For most it was simply another method to help them
learn.
“To me its just learning, the fact that it’s online as opposed to in a classroom is
irrelevant. It’s just another way of accessing it. It’s all just learning... it strikes me as
quite old fashioned and quite quaint, but talking to other people they're like 'oh wow! It’s
online! It’s e learning!' and I think it depends on where you're coming from what it
means to you, but for me I just think of it as learning and I don't use the term.”
(Rebecca, adult online learner)
Defining ‘effective’ learners was always going to be problematic, and we made a

deliberate decision to allow characteristics to emerge rather than impose any tutor-
influenced preconceptions of what this might mean. As the learners reflected on and
interpreted their experiences, both positive and negative, the underlying themes
gradually surfaced and were cross-referenced by the researchers at group level. The
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evidence gathered validates some of the issues which are already familiar in the
research literature, but other, less well-researched themes have also come to the fore.
6. Characterising effective learners in an e-learning context
6.1 Learning and identity

Perhaps unsurprisingly, our findings show that technology rates as a relatively
minor factor in the profiles of those who might describe themselves as effective
learners in an e-learning context. Characteristics such as confidence in their ability to
cope with life, learning and technology; the capacity to network with others through
a variety of communication channels; highly effective time management skills; and
most crucially, the skill to integrate and balance learning with work, leisure and
family commitments are key. Boundaries between these different aspects of their
lives were often blurred, and learning was seen as being very much part of their
identity.
“And it is very, it's quite difficult, you know [learning], that's, that's the whole point
really isn't it. It's a bit of a challenge to yourself, you know.”
(Vanessa, further education languages student)
“But something like this [the internet] I guess it expands all your horizons in completely
different ways and helps you to apply academic stuff to everyday life and see where
current affairs and things fit into the academic.”
(Emma, undergraduate business student)
“I've even learned so much about myself since I've started doing it, you know about how
driven I am probably, you know, and how, how much I do, you know, a pass or a merit
would probably be adequate like but I do always find myself striving to go the extra mile,
you know.”
(Anne, further education estates management student)
6.2 Informal learning with technology

Learning with technology did not always have to take place in formal settings, and
informal, often serendipitous learning, was also mentioned by interviewees.
“I do think I learn outside the university through the internet because you can get
websites now, Wikipedia, the online encyclopaedia, I’ve been on that recently and just so
many facts I’ve picked up from that, just me being bored looking at things.”
(Laura, first year undergraduate student)
“I’ll usually like read [the newspaper] on-line and I never realised that I’m actually
learning in a way, know what I mean, because … you’re learning about, like, the economy
and like, what’s happening day to day and, like, politics and stuff and it never came to me
that I was actually learning something when you’re reading the paper, know what I
mean, but you are, so it was … ‘Oh I’m learning and I’m not aware of it’ [laughs].”
(Lynsey, first year undergraduate student)
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“I have a Playstation and I’ve got a walkman, I’ve got MP3, those are the technologies I
use quite a lot. I wrote in my Blog that I play the Playstation - you learn how to co-
ordinate in the mind because you’re holding this thing and looking at something else, so
… like children that grow up playing Playstations tend to be wise because they learn to
respond more to situations, yeah, so that’s why I like playing Playstations.”
(Dumisani, undergraduate marketing student)
“I wanted to see what kind of Blogs were out there and just to really see what other things
were available, never looked into that kind of thing on a PC before, so thought I'd give it a
go.”
(Paul, mature undergraduate student)
6.3 IT skills
Previous experience of IT is not necessarily a pre-requisite for being an effective e-
learner, neither is the type of technology used within a course (e.g. Moore & Aspen,
2004). What is more important is a willingness to learn.
“I still wouldn't say I'm a genius but I know my way round a computer, I can use them,
I'm quite adept at using them and I'm comfortable using them.”
(Paul, mature undergraduate business student)
“I'm beginning to rely less and less on other people showing me what to do. Instead of
being afraid of technology on the computer, I'm beginning to learn well its not as bad as
it seems, take your time, if you make a mistake it doesn't matter just do it again.”
(Michele, adult learner on trade union online course)
“It's the same way with learning to use computers and software packages ... It tends to
be very hands-on and people like to just touch it and feel it and experience it, and it's
like a friend of mine bought a new phone last week and she spent the entire day, she got
the phone just exploring it, do you know, working out how everything works and what
way you want it to work for you. It's very much an interactive touchy-feely thing.”
For some novices however, there was a perception that those who did have previous
IT experience held an advantage, particularly for completely online courses.
“I think you've got to be at a certain level to do an online course and how you get to that
first, playing with it at home or going to a college to try and get access or even learn how
to use a computer online, but you've got to have a certain level I think of computer
knowledge to do it. ... What I learnt was that there were 37 of us on this course and you
range from totally beginner, like myself, to really like IT specialist, so they had absolutely
no problem and had a lot of confidence in talking to each other on discussion boards
because they'd obviously done it before, so they had more of a rapport.”
(Michele, adult learner on a trade union course)
There was also recognition that the skill set required for e-learning differed from
generic IT competencies.
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“I thought it would be OK because I'm so used to doing word processing ... and I'm
really fast at typing and things so that wouldn't pose a problem for me at all. What I
didn't realise was that I would need to go into the internet and so I was feeling quite
confident but now I don't feel as confident about that.”
(Focus group, FE social care day release learners)
“Well basically up until that point all I had ever really done was email people and not
online courses, it was just emailing people and generally going around on Ebay or things
like that, not actually communicating in that way with anybody, so I found myself a bit
out of my depth there.”
(Michele, adult learner in online trade union course)
And that a by-product of e-learning was a welcome enhancement of IT skill levels.
“I think it’s really good because as you’re learning, I’m doing literacy and numeracy but
as I’m learning about literacy and numeracy I’m picking things up that I maybe didn’t
know before on the computer.”
(Focus group, level 2 literacy learner)
6.4 Networking
Effective learners tend to be highly skilled networkers and often use the technology
to pull in support when needed. Family members were often the first people to be
approached for help.
“Using, like, computers for your assignments and even mobile phones …, getting with
your friends or even tutors, mobile phones have started coming in a lot….Just by using
text messages maybe and saying, ’Do you know how to do this bit?’”
(Richard, FE hospitality student)
I tend to be a bit of a networker in general so I would go and ask people for help, like I've
got a lot of friends who would be doing computer science degrees, things like that, they
would help me out, or looking up things ... you can use the internet to self-teach, you can
get…tutorials and things.
I just didn't feel I needed to know the inner workings of a computer, as long as it works
I'm fine with that and if it breaks I give it to dad.”
(Laura, first year undergraduate)
6.5 Age factors

There was also evidence that more mature learners felt that younger people had an
advantage when it came to using technology.
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“... the kids know everything there is to know about new technology, you know, so if
you've got a young person around then they would be able to show you everything there
is to know about it.”
(Focus group, FE social care students)
“I think a lot of the stuff that younger people would find a lot easier I find harder, but
then again I think to compensate for that I try harder”
(Paul, mature undergraduate economics student)
“I think younger ones adapt to it more quicker than what adults do, so like my eleven
year old is a whiz on the computer and ... he comes up and corrects it and sorts it out. If
I totally block it or something he just comes up and fixes it.”
(Focus group, economics and customer care FE students)
“I think it [MSN] is more a younger, you know, kids stuff.”

(Jane, adult estates management student)
The younger learners essentially confirmed this view.
“...you just, you take it [the Internet] for granted because, well, our generation has sort
of grown up with it so ... we just take it all for granted that, oh well, that's always been
there and we'll just use it.”
(Lynsey, first year Economics student)
“ I personally enjoy the fact that we get to use computers because I enjoy working on
computers and I'm always on the computer anyway, I've got a laptop and I'm always on
the laptop anyway so it's… just part of every day life for me.”
(Nick, final year business student)
“… I'd use that [MSN] with my friends as well. I started using it when I went to
Canada for like six months and it was useful for speaking to my friends from home and
every now and again my mum would manage to get herself logged on… So it was good
for that and it's one of those things, it's always up on the computer…”
(Kirsten, postgraduate law student)
Effective e-learners therefore are flexible, resourceful, self-aware, and highly

motivated. They generally remain un-phased when aspects of learning and/or
technology do not proceed quite as expected as they have strong support networks
and are adept at knowing when and how to use them.
7. Learner beliefs and intentions
7.1 Advantages and disadvantages of e-learning

Not all interviewees were entirely convinced of the benefits of e-learning, and several
noted that they expected technology to be employed in a way that would be
beneficial for their learning, rather than simply for the sake of convenience.
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“I just don't want books to be on the computer, I don't like that idea at all. Everything
else, films and things like that ok, but books no, it creeps me out.”
(Laura, first year economics student)
“I don't really like to, just sort of go headlong into using something new because I
always like to see what it is that, you know, what the new technology's going to do for
me...”
(Amanda, postgraduate law student)
“I mean I’m someone who uses technology all the time and I don’t think we need all this.
It’s nice but it’s not, we’re all motivated to study enough off black and white photocopied
sheets, we don’t need swanky colours and fancy, you know, gimmicks.”
(Nicola, postgraduate law student)
“If I’m just on an information course then I just want the information and I don’t need
all the nice fluffy bits round the edges, whereas if its not an information course it’s a
sharing exercise so you need the fluffy bits [discussion and group activities] as well.”
(Jenny, adult online learner)
Others believed strongly that technology could support and enhance their learning,
and was an essential part of their lives.
“I'm addicted, it's the first thing I turn on in the morning before I even wake up and
actually it's very, very bad. I think in the future people can't cope without their laptops.
My main use of it is I guess social networking. It would be My Space and Messenger
and e-mail things like that and then secondary would be information gathering in terms
of like I said, my home page is the technology website and current affairs, news. I have
alerts coming into me so I get information and then I use search engines for academic
purposes.”
(Emma, undergraduate Business student)
“... and if you want to know anything just open the Google and go right there and search
anything, that's a good thing.”
(Focus group with adult ESOL learners)
“Erm, I use the computer for the grammar, sometimes I do writing …. sometimes I go to
the internet and see something for the shopping.”
(Rehana, adult ESOL learner)
“Because I have a hearing impairment sometimes I don’t find classroom environments

easy to work in and I have other health issues … if I'm ill and I can’t go to a class then
I've missed that lesson and I'm relying on somebody else giving me that information,
whereas if I’m doing it online I can just go in tomorrow and I’m ok and I can catch up”
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7.2 Emotions
One theme which came across from many of the learners we spoke to was their
strong emotional response to technology and to e-learning, including frustration,
gratitude, fear and even love.
“I use my laptop, I take it away, it's attached to me, I couldn't survive without it.”
“ … and I was lying on the beach with my iPod and it just had been through so much,
like you remember lying on beach…with iPod. You remember on the plane…with iPod, so
it was an emotional attachment, sad, but I loved that thing.”
“Yeah well, basically, when I first went on and started to look at it I thought 'Oh my
God, I don't know whether this [online learning] is for me?!', but then I thought, ‘ Calm
down a bit and sit down and go through it step by step.’”
(Michele, adult online learner in trade union course)
“I think ... using certain kinds of technology is really good, like the internet ... in my
opinion it’s a God-send because you can look at [the VLE] and that’s, like, a good way of
communicating with ... all the students at the same time because you can ask each other
for help on certain things with the discussion boards.”
(Lynsey, undergraduate business student)
“... what annoys me with this is that you have to swipe your card to get into the
building, enter your password to get onto the intranet and then for every individual
thing enter your password. So if I do it at home it’s all set up and I just press OK, but
this time it asks me and I have to do it five times, ‘What is your password?’, and every
time I’m like, ‘It’s still me, I’m not doing anything different!’”
7.4 Study and leisure

Several interviewees preferred to separate technology use into study and leisure
activities, particularly when it came to their personal gadgets such as mobile phones
and MP3 players, while others managed to combine them successfully.
“I try and only do fun stuff at home and I don’t really know if I would want to have an
iPod with like [learning] stuff on it, because then if you’re not doing work you feel guilty,
but if you are doing work the temptation’s there to listen to more interesting things. I
think it’s quite good just to separate them.”
“I don’t really see like a mobile phone being very useful for education because that’s more
just for friends unless you’re like phoning the university for something but erm, it’s
mainly like a computer or the internet I think’s really beneficial, ... but I don’t know, I
don’t think a mobile phone’s very wonderful or an MP3 player.”
14
“I use my phone because its like a mobile internet to me because they can talk to me, they
can SMS me, unlike the email, I need to go on the computer and open my mail box, but
with the mobile phone I can get any communication any time I want. That’s the
technology I use.”
(Dumisani, undergraduate marketing student)
“I was reading a review about my mobile phone ,it says that you can, like, record lectures
and stuff with it and I … I was dubious about how good the quality would be on it and I
was like right, what I’ll do is I’ll go in and I’ll just I’ll see how long I can record for and it
comes out I can record for sixty minutes which is good because that’s the length of the
lecture. So I went in and I decided right, I’ll record this lecture just to see what the
quality’s like and if it picks up any other sounds and if the interference is bad or whatever
but it turns out it was pretty good.”
(Lynsey, first year undergraduate student)
7.5 Confidence and self-esteem

There was also substantial evidence that the use of technology had an impact on
learners’ confidence and self-esteem.
I am, yes, very much, so [confident], you know, and even at work, you know, I've been
able to help people out, you know, maybe people that have problems or whatever and I've
been able … to show them how to do different [things].”
(Anne, FE estates management student)
“I was working quite a lot with the computer both at home and at work before I started
this so I wasn't a complete beginner to the computer, but I'm a lot more confident with
Blackboard and the online learning now that the more I do it and the more I see it I've
become more confident with doing that.”
(Peter, day release social care student)
“I’m pretty good with a computer anyway, but I mean for people like my mum … they
find it very helpful because they weren’t very confident in using a computer before, but
now they feel that its built up their confidence, which is something, it didn’t really apply
to me, but it’s something I do think is good with using technology to learn”.
(Donna, adult basic skills learner)
7.6 Tutor support

In many cases, tutor influence and human intervention were highlighted as key
factors, and learners were very aware when tutors were not fully engaged, or if the e-
learning was not well integrated with face-to-face activities.
“They still feel like they're completely divorced from each other [online and f2f work]
because often the tutors don't know anything about the online projects, erm, so you can't
really discuss them and they're really different issues that come up”
(Cathy, postgraduate law student)
15
“I think it depends on the teacher really….if they're on board with it a hundred and ten
percent then you'll be included. If they're not then they won't use it and neither will
you.”
(Vanessa, HND languages student)
“... the tutor was, like, ‘I've never seen this [online resource] before and I don't even
know what it is and I hope I don't have to get involved in it’ .”
(Alan, postgraduate business student)
“Not all the tutors support Blackboard as well as each other, some of them are much better
at it than others and when you become maybe comfortable with one tutor and he's
extremely helpful on it, you sort of expect that from maybe some of the others but there's
probably a couple who don't use it much at all.”
(Focus group, FE students)
“ I’d forgotten to say I was going away and I hadn’t logged in for just over a week and
when I came home I had an email from [the tutor] that was like ‘Hi, you ok? Have you
got problems accessing?’ So that kind of thing was really important as well.”
Beliefs, attitudes and intentions are as varied as the participants, and the themes
highlighted here represent only a proportion of those which emerged. Nevertheless,
they tell us that effective e-learners are generally positive about technology and are
willing to engage with it, even when they do have some initial reservations. They
have clear expectations on tutor involvement, hold strong views on how and why
technology should be used, and most importantly, display very understandable
emotional reactions to the technology and the way they’re expected to engage with
it.
8. Learner strategies and behaviours
8.1 Fitting learning around life

As is already evident from the literature (e.g. Allan 2004,; Sweeney et al, 2004; Moore
& Aspen, 2004), the flexible nature of e-learning is generally welcomed by learners,
and this was another common aspect raised by interviewees, particularly the adult
learners. Depending on their personal circumstances, they made full use of the
technology to help them organise their study around other aspects of their lives.
“I can do them [the online activities] anytime, anywhere. At home, at work. When I've
got 10 minutes in between meetings, half an hour between other things, its just you can
slot it in any day of the week, you don’t have to take a whole chunk out of your day to
attend a course.”
(Rebecca, adult work-based online learner)
“I think that’s very helpful, we get to work through that at our own pace and it’s all on
the web page at the college. It’s good that everything’s on there so I can access it from
16
home, I can access it from work, I can access it in here [the college] and [the VLE] tends
to be quite well laid out and quite user-friendly.”
(Joe, day-release social care student)
“I had to leave early last week because my child minder was off and I had to pick up my
son from the nursery so I missed the afternoon lecture so I went onto the message board
and asked for information about what I’d missed. People were kind enough to log on …
and they let me know what groups I was in and what the presentation was about and
things like that… “
(Peter, day-release social care student)
“I'll be able to do it in my work if it's quiet, you know, just take the laptop in and do it at
night time, I do four nights on a nightshift so once the young people [in the care home]
are settled, hopefully it should, it'll help in that sense.”
8.2 Approaches to study

Approaches to study were varied, but for many learners, the complex nature of their
lives was reflected in how they used technology to study, communicate with peers,
family and friends, and engage in leisure activities, often all at the same time. This is
very different from the traditional quiet study mode which tends to be supported
within institutions.
“I can't turn on the computer without having like at least the TV on in the background,
I never usually watch it, its just there in the corner of my eye and if something
interesting comes on screen I'll kind of glance at it for a couple of minutes, but I've never
actually been able to take in a story line while I'm on the computer. It doesn't overtake
the computer, the computer definitely overtakes the television”.
“I was writing my ... project, I was doing my Blog and doing my homework for
economics all at the same time and the funny thing was, I mean I was sitting there and ...
listening to music in the background and having a laugh to myself thinking who says
men can't multitask!”
(Paul, mature undergraduate student)
“... the other day I wrote an essay at home, I suppose I would do that for about an hour,
an hour and fifteen minutes and then if I got bored or need a break or something then
maybe I’ll take a break by going on MySpace or Hotmail and checking what had
happened and MSN, you know, that kind of thing and then go back to it.”
Many reported being very aware of the distractions offered by technology, and for
some a campus-based study mode was still most effective. For some, it was the only
way they could access computers.
17
“I mean I do have like a computer at home and I use it a lot but sometimes you get
distracted like if you’re on-line and then oh I’ll just put messenger on a wee while and
like two hours later and you’re like [laughs]. Yeah I find it’s easier to learn in ... a
learning institute than it is at home.”
(Lynsey, first year economics student)
“I find it a bit difficult using the internet all the time because I find that you get waylaid
and other things pop up and ... I find I'm distracted, very distracted, you know, that I
find that you just can't access the exact thing you're looking for and I spend so much
time trawling, surfing the net looking for the information that I'm looking for, you know,
the specific stuff that I need.”
“When I need a computer, which I do quite a lot, I have to come on campus, I have no
other choice. If I had a computer I think it would be easier and on average I would be
spending more hours than I do on the internet. When I want the internet I have to come
here because I don't have a computer ... and also with the library, the demand for
computers is very high, there's peak hours where you can't get a computer, it becomes so
competitive.”
(Dumisani, first year marketing student)
8.3 Influence of family

There were many instances where family relationships were reported as important
aspects of learning.
“Its actually helping me with my kids as well because as my eldest son, like I said, he
wants to do games design, here. But now we can discuss things and look at things
together…. but him and I can discuss things now without it going right over my head.”
(Paul, mature undergraduate economics student)
“…my Mum did a course in Microsoft Word and Excel, like, at college, and she taught
me how to use, like, all the detailed versions, then when I was at school I learned bits and
that but my mum was the main teacher to me of the processes.”
(Alan, final year undergraduate student)
“I think it helps that I come along or I joined up rather with my Mum and another one of
our colleagues. We joined up around the same sort of time, they joined up a little bit
before me and kind of got me into it.”
(Donna, basic skills student, learning centre)
“I figured it out and taught me dad [laughs] … generally … I prefer to figure things out
and because that's just one of me interests and it's the kind of person I am.”
(Nick, final year undergraduate)
Although home circumstances sometimes had a detrimental effect on access to

technology.
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“The only bad thing I've got is if I'm sitting on the computer guaranteed the kids want
on it and then they're like oh can I get on, can I get on so in the end I just get up and
leave it and let them go on it.”
“But I think I maybe prefer to come to the learning centre any how because if I was at
home and I was doing it, the distractions I had at home, I might do it and not take it in as
well”.
(Donna, adult learner in hospital learning centre)
8.4 Learning activities

Student perceptions of online discussions are well represented in the literature (e.g.
Sweeney et al, 2004; Rourke & Anderson, 2002; Salmon, 2002), and are often key
features of the e-learning experience. The interviewees reported mixed views on the
use of discussion forums, as well as other types of learning activities and pedagogical
approaches, including for example:
Online group work

“It’s dependant on other people or the rest of the class catching up on some of the
activities, you can’t do without everybody else for instance. I find that slightly irritating
because why I go online is that you should be able to go at your own pace but it doesn’t
always work out like that, depending on how the course is set up.”
(Rebecca, adult work-based online learner)
“…there were two lads on one campus and me and [name] on another campus, like it’s
obviously quite hard to communicate where to meet so we use the internet, e-mails daily
to arrange like group meetings, group reports and then … if it’s my turn to put the work
together they like e-mail me their work and I put it all together so we obviously use the
internet a lot.”
(Alan, undergraduate business student)
Online learning logs/e-portfolios

“But it’s easy to spend five minutes at the end of the day typing that in as, you know, it’s
easier to do that than sit down and get paper or pen and actually think about it, it’s most
just kind of typewrite your thoughts, that’s why they tell us that well it’s kind of like a
diary but we’ve not to go [laughs] and have a rant or anything.”
(Nicola, postgraduate student)
“Yes, it’s probably the most enjoyable bit I'd done [learning log]. It's your own learning,
it's all what you write which is ... more interesting to you. ... I think it's because ... you
can relate it to your own experiences and ... you've got a free role, you can write whatever
you want and ... there's no wrong answer cos it's how you interpret it.”
(Nick, undergraduate business student)
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“It [the learning log] does change the way you think about things and ... it did make you
take time out to think more about just the world in general.”
Video lectures
“Sometimes they had little asides and anecdotes which was, which was funny the first
time in helping to get to understand it but when it gets to actual studying for an exam
you don’t need anecdotes or you don’t need to laugh at it, you just read [the transcript].”
(Nicola, postgraduate student)
“… I find my concentration's not so good, do you know what I mean, because you know,
you're sitting there on your own [watching a video lecture] and you're sort of looking at
the time and thinking, ‘Oh well I really want a cup of tea’ and thinking ‘Well, I'd better
watch this’ Obviously if you're in a lecture theatre you know, you have to be there for an
hour and that's it finished….
(Amanda, postgraduate student)
Online discussions
“I haven’t found this [online discussions] a positive experience …I didn’t feel that
posting things on discussion boards, that we got the feedback, people weren't feeding
back like they do in a classroom.”
(Michele, adult online learner)
“They were really useful and they were good not only for looking back over the topics
because you’d have one at the end of each exercise, not only at looking back at what other
people had done and what they’d found, but it was also good if you got into one and you
were thinking ‘well I’m not quite sure what I'm supposed to be doing’ or ‘I’ve read the
instructions and I’ve read it that you can do it this way or this way’ so going and looking
in the forums was useful.”
“You can also if you want, have a discussion like over [the VLE] but I tend not to use it
because well the teachers take a while to get back and it's not very personal cos everyone
can read what you write.”
(Alan, undergraduate business student)
Assessment
“I preferred it [online testing] because, erm, when you've got an exam and it's on paper
it tends to be all black and white, erm, just in a list form, I suppose and it's not very
interesting or eye catching. I know that's not what exams are for but it always helps like
on the computer you've got like visual aids like little pictures or something just to like
break up the writing so it makes it a little bit easier for you.”
(Focus group, hospital learning centre)
“[E-learning] doesn't help you in your exam periods because it's not a traditional form
of assessment so if you're teaching over the internet you should also include like
20
literature skills you need for exams. It's harsh for [the tutor] to say you've got to do this
piece of course work on the internet and use the internet and type it up and use these
specialist programmes, but then your exam's something you've got to write about ... so I
think that's a disadvantage.”
(Alan, final year undergraduate student)
8.5 Control and choice

Control and choice were key themes throughout and related to many aspects of the
e-learning experience, such as how and where learners studied, the types of
technology they used, personalising their virtual and physical environments, and in
their approach to learning activities. This sometimes subversive type of behaviour
was reported as being mostly invisible to tutors.
“So my [group] we always text each other and say oh are you coming in at this time or
we’ll meet at this time and so it looks on the face of it from the university website that we
haven’t been communicating all year but we have, it’s just outside of that [discussion]
board”
This fuller exchange is also illuminating:
Interviewer: “… you’ve got the [online] calendar there where you arrange
meetings and set deadlines et cetera?”
Interviewee: “Hmm mmm, well in theory we’re kind of [laughs] well … we’re kind of
keeping them happy by having that pretend meeting up there because we
don’t meet every Thursday.”
Interviewer: “Right so this is for the benefit of the tutors…rather than
yourselves?”
Interviewee: “Yes, yes and we don’t use that calendar for anything. I mean if you look,
erm, at January, there’s probably a few meetings, yes we said every
Tuesday and Thursday we had a general meeting but we didn’t. We did
it, we’re more flexible than that, but if we had nothing in the calendar they
would think that we weren’t doing anything.”
Interviewer: “So you’ve got to make it look as if you’re doing it?”
Interviewee: “Oh we are, just not on a Tuesday and Thursday.”
“You can choose I find, you can interact as much as you like or you can do the
minimum, particularly if its activity based, so if you've got to prove that you've been in
the discussion forums you just keep that to a minimum to prove you've done it.”
(Rebecca, adult learner on online trade union course)
“... I mean that’s [mobile phone] a useful thing because, like, my friend can record
lectures too so ... we’ve made like a promise that if one of us isn’t there we’ll record the
lecture for them and send them it later cos then you can catch up with, like, your notes
and stuff.”
(Lynsey, first year undergraduate economics student)
21
Having control over their learning environment was clearly important for many
learners, and in the case of those with a disability, an essential factor.
“I find it very, very distracting being in the library as well, I don't think that I've
enough, you know, I need to set everything out and all, I feel that I'm too close proximity
to other people to be able to use the computer and I feel it very, no I prefer to do my
studying at home.”
(Jane, FE estates management student)
“You can change your colours [on screen] as well if you go to ‘modify’…. it's nice to
change it …. rather than look at something that somebody else has set. “
(Richard, FE Hospitality student)
“You have your own set up at home, one of my friends has thalidomide but she can sit
and type for hours because she’s got it set up so that it’s all here for her. .... so it’s nice if
you can do it in your environment that’s set up for you and that you’re comfortable in.”
8.6 Cost factors

Cost effectiveness was also a key factor for many, particularly in comparing books
and the internet, but this was also tempered by a realisation that online information
may be less reliable.
“Less expensive as well. Less expensive than going buying books and books on this, you
can just go to the internet and it's there basically at the touch o' a button.”
(Focus group, day release social care student)
“...when doing research its torture if it's a bad website and sometimes I'm finding on
essays and things you've got to add lots of references and things and they're saying use
books, but books cost money so the internet is the main thing that we end up using and
just trawling through all these websites, you never know if the knowledge is actually
good or not, so I'm always worried that I'm handing something in which is completely
just one guys opinion, but it looks really professional, but maybe he's a complete liar but
he's made a really pretty web page [laugh].”
(Laura, first year undergraduate economics student)
Based on the evidence gathered here, effective learners have strong views on how
and why technology is used for their learning, and are prepared to adapt activities,
environments and technologies to suit their own circumstances. They have a very
sophisticated awareness of their own preferred approaches, and those of others. The
influence and support of family and friends play a major role, and control and choice
are key factors.
9. Developing a conceptual framework

In order to make sense of the rich data collected and to provide a higher level
conceptual framework within which the learner experience can be placed, we asked
22
ourselves how factors influencing the learner experience might best be categorised.
Following lengthy debate and discussion among the research team, and with helpful
guidance from Terry Mayes, project consultant, we agreed that it was necessary to
maintain the learner perspective by focusing on two main questions:
o What factors influence what I do with my learning?

o What factors influence how I feel about my learning?
This led to the creation of a series of five high level categories relating to life, formal
learning, technology, people, and time, within which a further five dimensions
encompassing the main influencing factors are situated, i.e.
o control
o identity
o feelings
o relationships
o abilities
In keeping with the ethos of the study, each of these is evidenced by the learners’
own words. The grid below provides an example of the framework with a sample
quote to illustrate each theme. A more comprehensive version of this as a concept
map, which includes a much wider range of quotes, accompanies this report. Please
see appendix 8 for a representation of the map.
23
Control Identity Feelings Relationships Abilities

It's the same way You get a wee
with learning to use boost the first time
computers and you do something,
software packages… you get a ‘oh right,
It tends to be very I've done that
I'm beginning to rely
hands-on and people myself’ and then
less and less on other Because to me a …so my [group] we
like to just touch it you get that wee
people showing me … design is a always text each other
and feel it and confidence boost
what to do, instead of creation like a and say oh are you
experience it and it's and you'll go to the
being afraid of painting or you coming in at this time or
Technology
like a friend of mine next step, you

technology on the know, drawing we’ll meet at this time
bought a new phone know. The first
computer, I'm and if I did it on and so it looks on the face
last week and she time you kind of
beginning to learn well the computer it of it from the university
spent the entire day hit a brick wall you
its not as bad as it would sort of website that we haven’t
she got the phone kind of, you know,
seems, take your time, lose, I think it been communicating all
just exploring it, do I did it too and you
if you make a mistake would look too year but we have, it’s just
you know, working go ‘aargh’ but
it doesn't matter just clinical. outside of that board…
out how everything when you do it the
do it again.
works and what way first time you think
you want it to work ‘I done that’ and
for you. It's very then move onto the
much an interactive next thing, it's
touchy-feely thing. definitely worth it.
[The learning
Me, I personally
log] does change
erm enjoy the fact
The only bad thing the way you
that we get to use
I've got is if I'm I figured it out and think about
computers because
sitting on the taught me dad, which things and it My mum erm and one of
I enjoy working on
computer guaranteed generally what I do is made you, I our other colleagues they
computers and I'm
the kids want on it personally I just like I guess you were also come learning here
always on the
Life
and then they're like prefer to figure things asking me about as well and sometimes
computer anyway,
oh can I get on, can I out and because that's time issues, it we do all come at the
I've got a laptop
get on so in the end I just one of me interests did make you same time so we do find
and I'm always on
just get up and leave and it's the kind of take time out to it that we help each other.
the laptop anyway
it and let them go on person I am. think more
so it's, it's, it's just
it about just the
part of every day
world in
life for me.
general...
… somebody would
Mobile phones again
know how to do one
another way of
thing and someone else
communicating
would know how to do …when I woke up
because everyone has I haven’t found
You can also if you something else, you this morning
a mobile phone on this a positive
want, have a know, so you're kind of phone call nine
them. Erm both, a experience …I
discussion like over getting people, different o'clock cos
mixture of both [text & didn’t feel that
[the VLE] but I tend people, yes and you were someone were
voice], me texting's a posting things
not to use it because kind of pulling in stuck with sommat
People
bit lousy so I don't text on discussion

well the teachers take anybody else's, on his iPod and I
back straight away so boards that we
a while to get back everybody else's helped him and
I'd rather just ring got the feedback,
and it's not very expertise or what little I've been helping
people… Me girlfriend people weren't
personal cos knowledge or more someone with one
has a go at me for that feeding back like
everyone can read knowledge they had or, of their memory
as well, it takes me like they do in a
what you write you know, they maybe sticks, they got a
three hours to text classroom.
only knew one thing and bit stuck on it so…
back so I use like
you knew another and
mobile phone
you were able to swap
conversations.
and share.
24
Technology makes it
a lot easier for me to
learn, if I didn't have
access to the internet
I think I wouldn't be
at the point where
I've been able to pass Well I mostly I think learning for
some subjects, just, I enjoy it. I think me in this
I enjoy mixtures really of
don't know if I didn't learning should particular course
Erm the learning log is both group work and
have technology I be enjoyable. that I'm doing is
… that's where you individual work … I
Formal learning
think essays and Just there's lots just kind of

use the internet to, it's think it’s good because it
things would seem of different ways reinforcing what
like an internet diary improves your team
like a big challenge of learning, it's I'm doing in my
of yourself and your work, oral
and giant challenges quite hard to work practice, it's
own learning communications,
I'm more likely to put define learning. taking it that step
experience and the whereas if you’re doing
off till the last minute Just do like further and there's
journey you've took work on your own it’s
and then panic over, reading quite a bit of
through that process. just yourself and your
so technology makes something or theory that's
own opinions.
things seem a lot you can learn behind the
simpler, I'm more like doing practical.
willing to give it my things.
time, to get through
them because it just
seems like oh ten
minutes that'll be
fine...
I come along here one
Well I suppose day a week. It's quite
I'm a mother of hard… Erm when I was
three and I work at university I was single,
…we get to work But personally if the
as well and I'm stayed myself, found it
through that at our group is on 8 and I'm
doing the course quite easy to find time to
own pace and it's all only on 6, I'd rather be
part time so I do get the work done. Now
on the web page at on 8 and whether Yes, yes, the more
find it quite three years down the line
Time
the college. It's good that's because I'd been time you can put in
challenging at I'm married with a boy of
that everything's on away or because I the more you will
times, you know four years old and I find
there so I can access couldn't get online or get out of it.
and you've three it quite hard to find the
it from home, I can whatever, I'll then go
assignments time to sit and do course
access it from work, I and put the extra time
three weeks in a work erm, other than
can access it in here… in so that I catch up.
row like the actually getting out the
pressure's on, house, going to a library,
you know. it's hard to sit in front of
my computer.
Control Identity Feelings Relationships Abilities
10. Conclusions and recommendations
10.1 On the findings

While the broad scope of the project across widely differing sectors posed
operational difficulties, this breadth proved an opportunity rather than an obstacle.
We found that variations between learners within sectors are at least as important as
variation across sectors; that once we look at learner experiences and preferences
over issues such as control and choice in learning, confidence in and use of personal
technology, and attitudes towards networking and working in groups, then
similarities between learners readily cross sector boundaries. This is perhaps for
some a surprising conclusion. However similarity in learner experiences is clearly
being reinforced by a number of strong trends including the rapid spread of personal
information technology, the explosive growth of social networking, and the
25
increasing demand on learners to fit learning into pressurised lives, often combining
learning with full or part time work.
Returning to the original research questions therefore, responses based on the LEX
findings may be summarised as follows:
• What might characterise effective learners in an e-learning context?

Characterising effective e-learners proves to be as complex and problematic an
exercise as in any other learning context. The following aspects emerged
strongly: the important role of meta-cognition, where a learner displays a sound
understanding of how they learn and the impact learning has on their own
identity, leading to high levels of motivation and a positive attitude to both
learning and technology; the ability to capitalise on the affordances of
technology for informal as well as formal learning; the willingness to develop
the skill set required, including IT and communication skills, in order to fully
engage with e-learning; the confidence to overcome both pedagogical and
technical difficulties; and most crucially, the capacity to take advantage of the
technology for networking with friends, peers, family and tutors in order to
build up the personal support structures necessary for their learning.
• What beliefs and intentions do effective learners display?

Effective learners have sophisticated views on e-learning, with divided opinions
on how it might advantage or disadvantage their studies. They believe that
technology should be used to enhance their learning and are clear that they will
not engage with it if they feel it is not to their personal benefit. They display
strong emotional reactions to e-learning of which tutors are generally unaware,
and which often impact on their attitudes and motivation. For most, technology
is an integral part of their lives and they feel particularly strong attachments to
their personal gadgets such as internet enabled mobile phones, MP3 players and
laptops, which they use to support their learning, often experimenting with
innovative usage. Learning with technology clearly has an impact on their
confidence and self-esteem, influencing how they interact with others. They
expect their tutors to be as fully engaged and adept with e-learning as
themselves, and are highly aware of any less than enthusiastic involvement.
Tutor engagement and learner attitudes are closely interlinked.
• What strategies and behaviours do effective learners display?

Effective learners are adept at taking advantage of the technology to fit learning
into their often complex lives. They are skilful in multi-tasking with technology,
although at the same time very aware of its inherent distractions. Boundaries
between using technology for learning and for leisure purposes are becoming
increasingly blurred. The internet is the first port of call for information, with
libraries and books taking second place. They have strong personal views on
different types of learning activities and how technology may or may not
support them in these. They have the confidence to employ their own preferred
strategies in choosing and using technology for learning, in personalising their
virtual and physical environments, and in engaging with the learning tasks set
by their tutors.
26
Despite differences in gender, age, educational background and learning context, the
learners’ attitudes and opinions display marked similarities in several aspects.
Indeed, as the research team discovered, attempting to match learner quotes with
learner profiles proves to be a salutary exercise in highlighting the sometimes false
assumptions and generalisations practitioners tend to make when designing,
teaching or supporting e-learning.
New ground has been broken through the exclusive focus on the learner voice and
the development of a robust methodology for recoding and analysis. This has
allowed new themes to emerge, providing a focus for future research. Two aspects
which did not appear in the original Scoping Study are of particular interest:
• The first is the extent of inter-generational influence which was reported by the
learners. Once again defying stereotypes of age and technology use, this
influence and support appeared to work bilaterally across the different age
groups. E-learning was often found to be a catalyst in bridging generations, thus
increasing confidence, boosting motivation levels and enhancing family
relationships.
• The second is the increased engagement demonstrated by learners where they

were presented with choices and an element of control over their learning.
Heightened enthusiasm was evident in their voices as they described how they
made decisions over technologies, learning environments and approaches to
study. Indeed, where these opportunities were not available, learners took
delight in describing the strategies they had adopted to circumvent
recommended guidelines. There was clear evidence of the impact on motivation
which such a strong sense of ownership provides.
Other themes elicited by the LEX study would also merit further research:
• the ‘underworld’ of digital communication among learners

• the role of informal learning with technology and its impact on
mainstream learning
• the emotional aspect of e-learning and its relationship to attitudes,
motivation, confidence and self-esteem
• the mismatch between learner expectations of e-learning and institutional
provision and support
10.2 On the process
We quickly discovered that learners are ready and willing to talk about their
experiences of learning, technology and life and that any initial hesitation can be
overcome if an appropriate approach is used. At various points in the study we were
advised that learners may be unwilling to give or talk about their views and that this
could cause difficulties for the project. We accept that a study seen as an evaluation
exercise – whether of courses, technology, or tutor - could well have caused some
reluctance. However the use of the modified IPA approach meant that this problem
did not arise. The use of ‘Interview plus’ also helped. Learners from all the sectors
we visited were forthcoming, articulate and often frank about their experience and
27
views. The learners were from wide range of backgrounds and a number did not
have English as their first language. Learners are indeed experts on their own
experience as we believe LEX shows.
A study which focuses exclusively on the learner voice can reveal new and often
unexpected issues that have not figured prominently in other types of research.
Studies like this may suggest areas and issues which could be followed up by other
methods – a large scale survey of use of personalised technology might be one
example. Perhaps one weakness of the IPA methodology with its strong emphasis on
the individual lived experience is in the area of comparative analysis, making it more
difficult to draw real comparisons between, for example, learner experiences in the
HE, FE and ACL sectors, or between younger and more mature learners. It does
however draw attention to themes which can again be followed up in further studies.
The LEX study generated a huge amount of rich data. The outputs produced so far
represent a snapshot – even though a substantial one – of the issues we were
confronted with in the data. Further avenues for analysis have inevitably been
curtailed due to the timing of the project. Our conclusion is that a major project of
this type which breaks new ground and produces a large amount of data can only
with difficulty be confined to a one year period.
LEX data collection took place at a time when great changes are clearly taking place
in the use of personal technology and online social networking. These changes are
clearly evident in the themes described in the project outputs. They were not fully
anticipated in the project design. The transformation that is taking place in the way
people use technology in everyday life – for communicating, building networks,
getting information, and much else is profoundly affecting how technology for
learning is seen. Whereas five years ago VLEs were seen by some learners as
challenging and at the forefront, at least some now see them as ‘quaint’ to use the
expression of one of the LEX learners. However the location of the study in a period
of rapid change in use of technology was not a problem for LEX. Perhaps learner
experience focused studies of this kind may be in fact a highly suitable method for
highlighting complex issues involved in technology and life. LEX shows that in spite
of the complexities learners are articulate on these issues.
10.3 Recommendations
Our recommendations flow from the conclusions outlined above.
1 LEX has shown the value of studies which focus exclusively on the learner
experience. We would recommend that JISC endorse the value of such studies
and plan to incorporate this element into future programmes.
2 Personal technology and social networking are fast emerging issues for e-
learning and are issues which came through strongly in LEX. JISC may wish
to consider giving these priority in the design of future studies of the learner
experience.
3 Other interesting areas which came through from the findings can also be
suggested for further study, such as generational influences on use,
understanding and support of technology; learners’ feelings on accessibility,
28
control and personalisation of technology; learners’ use of their everyday

technologies for e-learning.
4 While there are inevitable funding restraints, JISC and partner bodies should
seek further opportunities for cross-sectoral studies such as LEX.
5 In practice a one year study imposed several constraints, given problems of

start-up, contact development, and academic timetables. Future studies of
this type should be of longer duration to allow for such issues.
A key purpose of the LEX study was to create materials and resources that by
reflecting learner voices would be of real assistance to course designers, tutors and
support staff making use of ICT. These materials will be released in a set of short
guides that accompany this report. The accompanying methodology report will also
provide guidance for practitioners with practical tips on carrying out similar studies
with their own learners.
Acknowledgements
We are grateful to all those who helped us with this research study, including the
JISC Pedagogy Strand Programme Manager, Sarah Knight , consultant Helen
Beetham, and the Learner Experience Scoping Study and Synthesis team comprising
Dr. Rhona Sharpe, Greg Benfield, Ellen Lessner, and Eta de Cicco. The support and
guidance of Professor Terry Mayes of Glasgow Caledonian University, LEX
consultant, has been extremely valuable, as has the input from Dr. Paul Flowers, also
of Glasgow Caledonian University, who presented two workshops for the team on
IPA methodology and shared his experiences of applying it. We particularly
appreciate the assistance of all the tutors and support staff who enthusiastically
promoted the study to learners in their institutions and who assisted with
background information, access to learners and administrative aspects. Above all,
we would like to express our thanks to all the learners who took time to share so
openly with us their thoughts, views and feelings on their learning experiences.
29
Author details
Linda Creanor is a senior lecturer (e-learning) at Glasgow Caledonian University.

She teaches, develops and supports e-learning, as well as contributing to GCU’s
professional development programme. She has been involved in a range of national
and international e-learning projects as a researcher, designer, evaluator and
consultant. She is currently Vice Chair of the Association of Learning Technology
(ALT), becoming Chair in September 2006.
Email: l.creanor@gcal.ac.uk, Web:
http://www.learningservices.gcal.ac.uk/deelta/creanor.html
Kathryn Trinder is a lecturer (e-learning), also at Glasgow Caledonian University.

With a background in visual communications and technologies she was previously
self-employed in the video & multi media production industry. She now teaches and
is involved in research in e-learning; supporting staff in the development of teaching
& learning materials, learning technologies & pedagogies; and staff development.
Email: k.trinder@gcal.ac.uk, Web:
http://www.learningservices.gcal.ac.uk/deelta/trinder.html
Doug Gowan is Chief Executive of the Open Learning Partnership, an educational

charity with trustee membership from three further education colleges based in
north London. The OLP was established in 1997 and specialises in developing all
aspects of e-learning, Moodle services, learner surveys, connectivity, mobile and
wireless access, online qualifications, learning centre capacity building, staff training
and consultancy on project management.
Email: doug.gowan@olp.org.uk, Web: http://www.olp.org.uk/
Carol Howells is an e-learning developer, also of the Open Learning Partnership,

and has 11 years experience of designing, developing, and supporting e-learning for
a wide range of learners and tutors. She has extensive online course design, VLE
administration and teaching experience in Internet studies, web design, ICT and
tutor training.
Email: carol.howells@olp.org.uk Web: http://www.olp.org.uk/
30
References
Allan, B. (2004). E-learners' experiences of time, Proceedings of Networked Learning

Conference, Lancaster, pp341-347.
Aspden L. and Helm, P. (2004) Researching Networked Learning: Critically

Reviewing an Adaptive Evaluation, Proceedings of Networked Learning
Conference, Lancaster, pp356-362.
Elliot, R., Fischer, C.T., & Rennie, D.L. (1999), Evolving guidelines for publication of
qualitative research studies in psychology and related fields, British Journal of
Clinical Psychology, 38, 215-299.
Entwistle, N., McCune, V. and Hounsell, J. (2002). Approaches to Studying and

Perceptions of University Teaching-Learning Environments: Concepts,
Measures and Preliminary Findings. ETLProject, Universities of Edinburgh,
Coventry and Durham. Enhancing Teaching and Learning Environments in
Undergraduate Courses Occasional Report 1, September 2002, available online at
http://www.ed.ac.uk/etl/docs/ETLreport1.pdf.
Flowers, P. (2005), Interpretative Phenomenological Analysis, Workshop presentation,

8th November, Glasgow Caledonian University,
Jones C., Asensio M., Goodyear P., Hodgson V., Steeples C. (2001) Networked Learning
in Higher Education Project: Final Report on the Field Studies, University of
Lancaster. Available online at:
http://www.lancs.ac.uk/users/edres/research/csalt/networklearn/
Mason, R. and Weller, M. (2000). Factors affecting student satisfaction on a web

course. Education at a distance. Australian Journal of Educational Technology,
16(2), 173-200. Retrieved on 3rd June 2005 from the World Wide Web:
http://cleo.murdoch.edu.au/ajet/ajet16/mason.html
Moore and Aspen, l. (2004). 'Coping, adapting, evolving: the student experience of e-
learning.' Library and Information Update, Sheffield Hallam University
Reid, K. Flowers, P. & Larkin, M. (2005), Exploring Lived Experience, The

Psychologist, 18, 1, 20-23.
Rourke, L. and Anderson, T. (2002). 'Exploring social interaction in computer

conferencing.' Journal of Interactive Learning Research 13(3), 257-273
Salmon, G. (2002). E-tivities: the key to active online learning. London, Kogan Page
Sharpe R., Benfield G., Lessner E. & DeCicco E. (2005), Scoping Study for the Pedagogy
strand of the JISC e-Learning Programme, Available online at
http://www.jisc.ac.uk/uploaded_documents/scoping%20study%20final%20r
eport%20v4.1.doc
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Sweeney, J., O'Donoghue, T. and Whitehead, C. (2004). 'Traditional face-to-face and

web-based tutorials: a study of university students' perspectives on the roles of
tutorial participants.' Teaching in Higher Education 9(3). July 2004, 311-323
Timmis, S., O’Leary R., Cai C., Harrison C., Weedon E., Trapp A., Alexander S.,
Jacobs N., Cook J. (2004) SOLE project: Thematic Report on Student and Tutor Roles
and Relationships, University of Bristol, available online at
http://sole.ilrt.bris.ac.uk/findings.html
32
Appendices
Appendix 1 - Interview Schedule
LEX Interview Schedule
(Use for interviewer guidance only)
Can you tell me what learning means to you?

(e.g. challenging, enjoyable, informal, formal,)
What’s important to you about learning?

(e.g. personal satisfaction, qualifications, career, skills)
When someone asks, how do you describe how you’re learning?
Tell me what you think about using technology for learning?
Tell me how using technology has affected how you learn.

(e.g. finding information, communication, time and place of study etc. Positive & negative
examples?)
Tell me how you feel about trying out new kinds of technologies?
(confidence levels, overcoming problems)
Tell me about your use of technology in your everyday life.
(Move on to artefact at this stage and follow up some of these points in more detail)
Final question:
Would you describe yourself as an effective learner? Why? Why not?
33
Appendix 2 - Focus Group Interview Schedule
LEX Focus Group
Agenda
(Before session starts, fill out permission forms and learner profiles)
1. Welcome and introduction to the project (5 mins)

2. Paired introductions (10 mins)
3. Main session questions (Use for interviewer guidance only)
Question1
- What’s good about using technology to learn?
Question 2
- What’s bad about using technology to learn?
Question 3
- How does it compare with traditional learning?
Question 4
- How do you fit learning into your life? Does technology help or not?
Question 5
- If you could change one thing about your learning what would it be?
Any final thoughts?
End session, give out book tokens, take photos.
34
Appendix 3 - Organisational letter
LEX
Dear ******
LEX project –the learner experience of e-learning (JISC)
Thank you for your interest in the LEX project. We greatly appreciate the support of
your institution for this new area of e-learning research.
This letter explains the background to the project. Further details of the project can
be found at http://www.jisc.ac.uk/elp_lex.html.
Under its ‘E-Learning and Pedagogy’ programme JISC is funding a national research
study into how learners experience e-learning. The research is being carried out by
Glasgow Caledonian University and the Open Learning Partnership and covers all
post 16 education sectors and all four UK countries. The research is not an evaluation
study and will not examine the effectiveness of any course materials or support and
tutoring systems. The emphasis in the research is entirely on how learners view the
use of technology in their experience of learning, and how this may compare for
example to their use of technology in everyday life.
In the research reports we will acknowledge the valuable contribution made by

organisations whose learners are participating in the study. All learners will be asked
to sign a permission statement authorising their views to be quoted, or withholding
such authorisation.
If you need to contact us about the project our email addresses are shown below
Yours sincerely
Linda Creanor l.creanor@Gcal.ac.uk Glasgow Caledonian University

Doug Gowan doug.gowan@olp.org.uk the Open Learning Partnership
Carol Howells carol.howells@olp.org.uk the Open Learning Partnership
Kathy Trinder k.trinder@gcal.ac.uk Glasgow Caledonian University
35
Appendix 4 - Learner Profile
LEX
Please select an answer for each category. For some questions you can choose more
than one answer.
Gender Age Band First Language
Female 16-24 English

Male 25-34 Welsh
35-54 Other language (please state)
55-64
65+
Your age when you left full time education
16 or under
17-19
20-24
25+
Still in full time education
Employment
Employed full time – 30 hours+

Employed part time
Not employed but seeking employment
Not employed and not seeking employment
Education
a. I am in -
Full time education

Part time education
Not in education
b. I am educated to –
School level
Further Education level
Higher Education level
Postgraduate level
Computer use
a. Do you use a computer-
At home?
At work?
In a college, university or learning centre?
Elsewhere (please state)
36
b. How often do you normally use a computer?
Every day
Every week
Occasionally
Never
c. How would you describe your computer skills?
Expert user
Confident user
Partly confident user
Unconfident user
Non-user
d. How often do you normally use the internet or email?
Every day
Every week
Occasionally
Never
Technology
Which of these products do you use frequently?
mobile phone
handheld computer (e.g. PDA, Blackberry, Palmtop)
laptop computer
digital camera
scanner
other (please state)
Learning technology
Before this course, have you had experience of any of the following as part of
your learning activities? (you may choose more than one)
A course delivered completely online

A course delivered partly online + face-to-face sessions
Electronic whiteboard
Course materials on computer
Computer based assessments or tests
Online discussion board
Using video and audio files
Videoconferencing
Email
Learning with mobile devices (e.g. mobile phone, PDA)
No, this is my first experience of using technology for learning
Other technologies (please state)
37
Appendix 5 - Consent form
All participants were required to complete this form.
LEX
Interview permission statement
_______________ has told me about the LEX project which is researching the views of
learners about their use of technology in learning. I give permission for my views to
be recorded and to be used in publications from the research study, and I understand
that they will not be used for any other purposes.
When my statements are quoted in the research papers I would like (circle one):
• to be quoted by name
• to be quoted with a pseudonym, rather than my real name
• to be quoted anonymously
This permission includes use of (circle all that apply):
• quoted words
• voice recording
• photograph
Signed
Name
Date
38
Appendix 6 - Details of sampling
• Focus groups and interviews

• Participating Institutions
1.1 Interviews and Focus groups carried out
Course Mode of Artefact used How learner was

/institution/ learning/ICT chosen
learners
Adult part time Fully online, no face to Reflective Discussion with tutor
learners on TUC face elements. UK – discussion forum regarding effective learners
union representatives wide course for all learners plus our own judgment from
course – 3 interviews learner participation in
online forum.
Adult part time work Personalised learning, Focus group - N/A Focus group was advertised
based and community drop-in access to centre, in learning centres. Tutors
learners – 2 focus online tests from centres worked with us
groups to organise.
Adult part time Personalised learning, Learning centre Selected by us after a focus
learner in hospital online tests in literacy environment group.
learning centre – 1 1 learner was selected for
interview follow up interview. A few
volunteered and the
interviewee was chosen on
the range of subjects studied
and the fact that she had
done online examinations.
Adult ESOL learners – Classroom and study Focus group – Focus group was advertised
1 focus group visit use of tablet PCs N/A to ESOL class. Tutors from
for language college worked with us to
development organise.
Adult ESOL learners – Classroom and study Tablet PC and Selected by us after a focus
2 interviews visit use of tablet PCs learning materials group. Selected mainly on
for language the basis of how good their
development English was and tutor
recommendation
FE College - mixed Mixed ICT classroom Focus group – Tutors identified students
group of full/part and online support N/A for their use of technology,,
time learners in a range of ages, range of
variety of curriculum curriculum areas.
areas - 1 focus group
(10). BTech
Hospitality
supervision, HNC
Estate management,
HND French
FE College – 3 Mixed ICT classroom Institutional We identified from the focus
interviews (BTech and online support website as group those whom we felt
Hospitality gateway, VLE had something interesting to
supervision, HNC (Blackboard) say and appeared to be
Estate management, materials and ‘effective’. 3 out of 4 invited
HND French) discussion fora, attended.
Internet, Athens.
39
HE University - First Campus based, Prior to interviews Class of 500. A new cohort so
year Economics and lecturers use rich mix of students kept a students new to the tutor,
Marketing. Full time. media and the VLE. blog on use of therefore we asked for
Mixed ages. 4 technology for two volunteers. 8 responded, 6
interviews. weeks. These were attempted to keep the blog.
then used as the Of those 1 dropped out and
artefact. 1 didn’t turn up for
interview. Interviewed
remaining (4), as all from
their blogs appeared to use
technologies effectively.
HE University - PG Online, multimedia, Bespoke ‘Virtual Discussed with tutor who
Diploma Law video lectures & tutorial community’ recommended asking for
students (Have based. environment in volunteers through the
already completed 4 which students department . Interviewees
year law degree). Full posted messages, were self-selecting in this
time. Mixed ages. 4 used calendars and case. As the whole course
interviews. engaged in group makes use of technologies all
work, plus online students had experience in
videos of lectures. using them.
FE college consortium, Mixed ICT classroom Focus group - N/A Tutor chose students for
SFC BlendEd project. and online support . focus group, though the
HNC Social Care Uses learning objects students new in the door.
learners were full time developed as part of the For many of these learners, it
care workers on a day transformational is their first experience of
release course. 1 focus BlendEd project. Will formal education since
group inform SFC project leaving school.
evaluation
FE college consortium BlendEd learning Interviewees chose for
- 2 interviews. objects, including availability and a mix of age
activities and and experience.
discussion fora
HE University – UG Mixed mode Learning Logs Tutor identified several
Business programme with students on the basis of their
Administration extensive use of e- effectiveness as learners. We
students - 3 interviews portfolios / learning then contacted them directly
logs and followed up students
who agreed to take part.
FE College students Blended learning with Focus group - N/A Focus group invitation
undertaking HNC integration of classroom issued to learners on these
courses on Customer teaching with online two courses following
Care and Economics. activities. discussion with tutors on
Focus group. suitable learners to target.
1.2 Participating Institutions
North Middlesex Hospital Trust

Belfast Institute
Dundee College
Tower Hamlets College
Cardonald College
Glasgow Caledonian University
Lancaster University
Strathclyde University
TUC Education Department
40
Appendix 7 - Demographics
Gender
Female 30 54.6
Male 24 43.7
Unstated 1 1.8
Age
16-24 24 43.6
25-34 6 10.9
35-54 20 36.4
55-64 2 3.6
65+ 2 3.6
Unstated 1 1.8
Language
English 41 74.5
Welsh 0 0
Other* 13 23.6
Unstated 1 1.8
*Dutch 1
Polish 1
Bengali 1
Scottish 2
Chichewa 1
Unstated other 4
Left full time education

=<16 15 27.3
17-19 15 27.3
20-24 4 7.3
25+ 2 3.6
Still in FTE 18 32.7
Unstated 1 1.8
Employment
Full time 18 32.7
Part time 21 38.2
Not employed – seeking work 5 9.1
Not employed – not seeking work 9 16.4
Unstated 2 3.6
41
Education status
Full time 24 43.6
Part time 19 34.5
Not in education 4 7.3
Unstated 8 14.4
Education level
School 12 21.8
FE 23 41.8
HE 7 12.7
PG 7 12.7
Unstated 6 10.9
Computer access
Home 39 70.9
Work 24 43.6
College/centre 41 74.5
Elsewhere* 6 10.9
*Library 2
Learndirect 1
Unstated 3
One venue 17
Two venues 18
Three venues 15
Four venues 3
Nowhere 2
Frequency of access
Every day 42 76.4
Every week 9 16.4
Occasionally 2 3.6
Never 0 0
Unstated 2 3.6
Computer skills
Expert 3 5.4
Confident 25 45.5
Partly confident 24 43.6
Unconfident 1 1.8
Non-user 0 0
Unstated 2 3.6
42
Internet use
Every day 36 65.5
Every week 11 20.0
Occasionally 4 7.3
Never 2 3.6
Unstated 2 3.6
Frequent user
Mobile phone 47 85.5
Handheld/PDA 4 7.3
Laptop 21 38.2
Digital camera 27 49.1
Scanner 15 27.3
Other* 7 12.7
*iPod 2
Video games 1
WiFi server 1
Printer 1
MP3 1
CD 1
Learning technology
Online course 10 18.2
Partly online course 8 14.5
Electronic whiteboard 14 25.5
Materials on computer 26 47.3
Computer based assessments 21 38.2
Online discussion board 12 21.8
Video and audio files 15 27.3
Videoconferencing 4 7.3
Email 38 69.1
Learning on mobile device 4 7.3
First experience 11 20.0
Other 0 0
43
Appendix 8 - Conceptual map of influencing factors
44

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LEX Final Report, August 2006

Final Project Report

Linda Creanor l.creanor@gcal.ac.uk

Doug Gowan doug.gowan@olp.org.uk

L E X - Final Project Report

1.1 Interviews and Focus groups carried out ........................................................... 39

L E X - Final Project Report

Previous influential studies have included the Networked Learning in Higher

• What might characterise effective learners in an e-learning context?

2.2 Interview Plus

interviews supported by appropriate learning artefacts. These artefacts would

3.1 Tutor engagement

3.2 Sampling strategy

Institutions involved 9 (3 HE, 4 FE, 2 ACL)

Table 2 highlights the age range of participants, capturing a broad spectrum of

Table 3 provides a breakdown of the learners’ experiences of learning technology. It

The full sampling data is available in appendices 6 and 7.

3.3 Interview artefacts

4.1 Exploratory codes and emerging themes

4.2 Collaborative software tools

Defining ‘effective’ learners was always going to be problematic, and we made a

6. Characterising effective learners in an e-learning context

6.1 Learning and identity

6.2 Informal learning with technology

And that a by-product of e-learning was a welcome enhancement of IT skill levels.

6.5 Age factors

“I think it [MSN] is more a younger, you know, kids stuff.”

The younger learners essentially confirmed this view.

Effective e-learners therefore are flexible, resourceful, self-aware, and highly

7. Learner beliefs and intentions

7.1 Advantages and disadvantages of e-learning

“Because I have a hearing impairment sometimes I don’t find classroom environments

7.4 Study and leisure

7.5 Confidence and self-esteem

7.6 Tutor support

8. Learner strategies and behaviours

8.1 Fitting learning around life

8.2 Approaches to study

8.3 Influence of family

Although home circumstances sometimes had a detrimental effect on access to

8.4 Learning activities

Online group work

Online learning logs/e-portfolios

8.5 Control and choice

This fuller exchange is also illuminating:

8.6 Cost factors

9. Developing a conceptual framework

o What factors influence what I do with my learning?

Control Identity Feelings Relationships Abilities

like a friend of mine next step, you

bit lousy so I don't text on discussion

think essays and Just there's lots just kind of

10. Conclusions and recommendations

10.1 On the findings

• What might characterise effective learners in an e-learning context?

• What beliefs and intentions do effective learners display?

• What strategies and behaviours do effective learners display?

• The second is the increased engagement demonstrated by learners where they

• the ‘underworld’ of digital communication among learners

10.2 On the process

control and personalisation of technology; learners’ use of their everyday

5 In practice a one year study imposed several constraints, given problems of

Linda Creanor is a senior lecturer (e-learning) at Glasgow Caledonian University.