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

Frances Deepwell,Samina Malik

doi:10.3402/rlt.v16i1.10881

Abstract

This paper presents an investigation into how students studying at university engage actively with learning technology in their self-directed study time. The case study surveyed 250 students studying at undergraduate and postgraduate level from a purposive sample of departments within one institution. The study has also conducted focus groups and a number of in-depth follow-up interviews with respondents to the survey. In this article we explore three emerging aspects of the learning experience, namely student expectations of the technology, their lecturers’ engagement with technology and how the technology might support processes of transition in higher education. One key implication is that more academic guidance is needed on what and how to use the technology effectively for independent learning, even where ICT skills levels are high. The study also identifies the significant role that the lecturer plays in facilitating students’ use of technology. The findings of this study will be of interest to those working to incorporate learning technologies more effectively in higher education, in particular for those who are looking to improve the engagement of students in self-directed learning.Keywords: student experience; learning technologies; self-directed learning; blended learning; case studyDOI: 10.1080/09687760701850166

Highlights

This paper reports on an investigation into the experiences of students using learning technologies in their learning while studying on campus-based university courses
There are many reasons for the growth in the use of learning technologies cited in the literature, there is still uncertainty over the impact of the introduction of technologies, as Bonk, Kim and Zeng outlined: The promises of blended learning are extensive
In this changing and complex higher education context learning technology has been the subject of much funded research in the UK

Summary

Introduction

This paper reports on an investigation into the experiences of students using learning technologies in their learning while studying on campus-based university courses. There is an expectation on the part of the higher education institution that students use the time for studying in depth and preparing their coursework For the student this notional time is under threat. The present study explores a sub-section of the student learning experience, namely how learners make use of technology to further their independent learning within formal programmes of study and the role that academic colleagues and the institution plays in supporting such use. We propose that the use of technology, both for campus-based and distance learners, requires a level of self-direction similar to SDL. This is so in an increasingly blended learning delivery of higher education. A purposive sample of students studying at undergraduate and postgraduate level from a cross-section of departments and at different stages in their academic programmes was selected for the collection of survey data

Background

Methodology

Findings

Discussion