Abstract
Much of what we have learned about the use of ICT in teaching and other educational settings is based on limited case studies which primarily serve as examples. We know relatively little about how ICT is used on an everyday basis, particularly in higher education. A comprehensive national survey of adult flexible students’ learning situation helps to throw light on some aspects of this. The survey was carried out in 2004-05. The database includes 1477 respondents from a total of 74 “classes”, all following flexible higher education courses of a duration from ½ year to 4 years. The survey shows that Internet access is generally good, but clear disparities are shown for example between different occupational groups. Our results also show that in the course of the studies, simple basic functions are those primarily used by the students. Internet plays a less dominant role than expected as a channel of communication between students, or between students and their teachers.
Highlights
Since the late 1980’s the predominant model in flexible higher education in Norway, as in the other Nordic countries, has been a combination of extensive self-study, plenary sessions and the use of ICT
Until a few years ago, when advertising flexible studies at Norwegian universities and colleges it was common to stress that ”access to PC/Internet is a requirement”. This stipulation is rarely found, it being taken for granted that digital media are an integral part of flexible study programmes
The PC/Internet appears to be an integral part of study programmes and adults’ everyday study contexts
Summary
Since the late 1980’s the predominant model in flexible higher education in Norway, as in the other Nordic countries, has been a combination of extensive self-study (reading curriculum, writing essays etc.), plenary sessions and the use of ICT. This is described as “blended learning” (Grepperud 2005). What do we know about the use of ICT among adults following flexible education programmes in Norway?. Among adults following flexible studies in Norwegian higher education in 2004, 1477 students answered a series of questions covering 5 thematic areas:. This is an indication of their general conditions of work, meaning for example that these employees seldom have their own, private work station
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