Learning at home with information and communication technologies

Abstract

Digitisation and the convergence of computing and telecommunications have led to a range of information and communication technologies (ICT) that have the potential to transform education. ICT are being used by teachers and learners in conventional universities and colleges as well as in tertiary institutions that serve the needs of distance learners, be they home‐based or in some other off‐campus location. They can enable distance learners to receive and interact with educational materials and resources and to engage with teachers and peers in ways that previously may have been impossible. However, the domestic contexts within which home‐based learners undertake their studies are complex and highly varied and these circumstances impact upon the educational process (Kirkwood 1995). There is a need to examine not only the nature of the relationships between learners and the technologies, but also the social relationships within the domestic setting. It is important for course designers and developers to consider issues of access to ICT ‐ both quantitative and qualitative ‐ in the homes of their target student audience in order to develop a better understanding of their learners. Significant disparities in access exist, both within and between countries, and these can exacerbate existing educational advantages and inequities. Greater awareness of the diverse environments within which home‐based learning takes place should help inform the planning and design of courses and materials that are appropriate for such varied contexts.