Laurillard’s six types of learning in the contemporary HEI landscape : An institutional analysis of student digital learning experiences

Abstract

In 2020–21 higher education (HE) students experienced a larger portion of their learning online than ever before due to the COVID-19 pandemic. During this period, many Higher Education Institutions (HEIs) introduced the use of digital education models to help them outline the approach to remote delivery required during various periods of restrictions on campus delivery. With this trend continuing post-pandemic, it is therefore vital that institutions understand the current student digital experience, the benefits and challenges they face, and what this means for the strategic use of technology enhanced learning (TEL) and the introduction or further development of digital education models within the HEI. This paper articulates an approach used by one HEI for analysing this experience through the lens of Laurillard’s six types of learning. Focusing on the analysis of qualitative data through an institution-wide student survey about the digital experience, the paper outlines the barriers and mitigating approaches used to overcome these experienced by students. Flexible learning opportunities and interaction with academics and peers both emerged as dominant themes within the data, clearly indicating their importance for any future digital education model introduced within the HEI. The use of Laurillard’s six types of learning revealed a focus on acquisition-based activities within students’ experience of digital aspects of their learning, but also the need for facilitated activities helping them to reflect on their learning and their progress. Further research is required to explore the use of Laurillard’s six types of learning to analyse the student digital learning experience within HEIs, and to understand the seventh type of learning, ‘reflection on learning’, in providing a contemporary analysis of Laurillard’s model in the post-pandemic landscape.