Di’s E-learning Experience

Learner Readiness

The topic of our group’s case study was learner readiness.  We looked at issues that are related to e-learners and some of the barriers that obstruct learner readiness.  In this blog I plan to reflect on these barriers.  Also I would like look at some ways in which organisations might be able to overcome or minimise the negative aspects of  learner readiness that obstruct the success of e-learning programs.  In the three case studies that our group reviewed the authors examined the different conditions that influenced learner readiness when a new e-learning program was introduced.  

The three case studies look at learners in quite different environments. The article by Pillay, Irving, and Tones (2007) looks at the use of diagnostic tools for learner readiness in universities and tertiary institutions.  The second case study reviewed is by Childs, Blenkinsopp, Hall, and Walton, (2005) looks at identifying barriers to e-learning readiness within the health industry and presents the argument that librarians could play an important role in supporting learners and providing support materials as one method to assist with learners uptake of e-learning. 

The final case study that our group looked at was by Steinman, (2004). In this case study the author looks at the implementation of an on line learning system of the Regency Group which was to be utilized by around 7,000 of its employees.  Though the three cased studies came from very different backgrounds they all recognised that advances in technology and the introduction of on-line learning created new demands on learners, teachers and organisations. One of the most important of these was identifying any barriers that learners may have and finding ways to minimise and review them. 

As we have outlined in our wiki entry some of the areas that these case studies identified as barriers or difficulties are: different paces and styles of learning, the need for learners to recognise their style of learning, the development of self management and motivational skills, attitude towards computers and overcoming of myths related to e-learning programs, computer anxiety, poorly designed programs, identification of skill gaps, resources, reliable technology and technical support and the need for social contact, access to support from teachers/trainers and peers and development of self-efficacy (or self confidence with e-learning). 

Initially, when an organisation decides to introduce an online program the initial planning stages or  e-strategy is vital to the success of the program. Assessing learner readiness and dealing with the issues related to learner readiness is an important part of this process. Learner readiness should also be assessed in cases where there is a significant technology upgrade or the upgrade of a learning management system is introduced.
As a follow on from the identification of some of the barriers and issues related to learner readiness I would like to examine some ways in which organisations minimise these barriers and facilitate the introduction of on-line learning. 

The three main areas that I would like to look at are: 

• the development of an e-culture
• learner support
• the provision of good technical resources and technical support

1.        Development of an e-culture  The development of an e-culture within the organisation will assist in breaking down the barriers of Development of an e-culture within the organisation. This will assist in the minimisation of resistance to e-learning, learners will begin to perceive e-learning or blended e-learning programs as the norm and it will provide them with feedback and support from their peers. Learners who have technical skill gaps will feel encouraged and motivated to improve their technical skills and e-learning study skills.
Staff/learners should feel they are involved in the planning of the e-learning program and be encouraged to give suggestions and feedback on any programs that are introduced. The organisation is always looking at ways to improve the program and technology. 

2.        Learner Support

 It is well documented that learners have different uptake of new skills and different styles of learning.  When an organisation is looking at introducing a new elearning program it would be useful to use a diagnostic tool (for example the Tertiary Student’s Readiness for Online Learning (TSROL) or the ELearning Readiness Assessment tool developed by “Research Dog”).  This would assist in identifying any skill gaps and areas where learners can be provided with support to bring their skills to a higher level.  

 This diagnostic tool could also be used once the program has started to identify learners who are having difficulty with the e-learning program.  Once these issues are identified the program could be modified to suit their style of learning or extra support and feed back could be provided to help them complete the program and make it a positive learning experience for them. 

Supporting learners with guidance on their self motivation and self-management skills needs to be provided by trainers.  It is ideal to encourage the learners to develop a social network amongst their peers as this will help reduce their anxiety and resistance to change. 

The content of the program should be flexible, and provide for the different styles  and uptake rates of learners. Learners should have a clear idea of expected outcomes from the program, how their learning will be assessed and feedback on their progress. 

3.  Technical Resources and Technical Backup. 

Another area of concern with e-learning for learners (for trainers and managers as well) is the provision of adequate technology, eg programs, computers, reliability of equipment, internet access and speed.  It is important that learners are familiar with the technology and have sufficient access to technical support.  Learner anxiety related uncertainty related to computer equipment or online access can be a contributing factor to a negative attitude towards online learning.  

An interesting area for further research would be to look at the usefulness of using a diagnostic tool within a program (for example about on third of the way into the program) to identify any barriers that learners were experiencing related to skills, achievements, confidence and self motivation. The results could then be used to modify the program or provide supplementary learning material or support for these learners.  It would be interesting to compare success rates of such a programs against a similar program that did not provide this option.

In summary when an institution or organisation is planning to introduce an online learning program, their e-strategy needs to consider learner readiness as a vital part of their initial planning.  Identifying and catering for learner needs is vital to the success implementation of any online learning program.

Resources

Chapnick, S., 2000, “Are You Ready for E-learning?” Learning Circuits, November 2000, viewed 19/09/07 http://www.learningcircuits.org/2000/nov2000/Chapnick.htm.
Childs, S., Blenkinsopp, E., Hall, A. and Walton, G., 2005, “Effective e-learning for health professionals and students- barriers and their solutions. A systematic review of the literature – findings from the HeXL project”, Health Information and Libraries Journal, 22, pp.20-32, viewed on 6/09/2007.  http://www.blackwell-synergy.com/doi/abs/10.1111/j.1470-3327.2005.00614.x  

Jain, K.  2002, Motivating E-Learners – A Case Study of E-Learners Seeking An Advanced Degree From UNITAR, University Tun Abdul Razak (UNITAR), Malaysia, Date viewed: 13/09/07
<http://www.studentaffairs.com/ejournal/Fall_2002/motivatingelearners.html>

 Pillay, H., Irving, K. and Tones, M., 2007, “Validation of the diagnostic tool for assessing Tertiary students’ readiness for online learning“, Higher Research and Development, 26, 2, pp. 217-234 viewed on 8/09/07,http://www.informaworld.com/smpp/section?content=a777633337&fulltext=713240928.

Smith, P., Murphy, K. and Murphy, S., 2003, “Towards Identifying Factors Underlying Readiness for Online Learning: An exploratory Study”, Distance Education, 24, 1, pp.57-67, viewed 16/09/07, http://www.informaworld.com/smpp/content?content=10.1080/01587910303043.

Steinman, K. 2004, ‘Case Study: The Regence Group’s Evolution into E-Learning’, Learning Circuits, ASTD’s Source for E-Learning, viewed 11/09/07 <http://www.learningcircuits.org/2004/apr2004/steinman.htm>.

Watkins, R. 2005, “Preparing E-learners for Online Success”, Learning Circuits,September 2005, viewed on 19/09/7, http://www.learningcircuits.org/2005/sep2005/watkins.htm

Watkins, R. Leigh, D. and Triner, D. 2004, Assessing Readiness for E-Learning, Performance Imporvement Quarterly, 17, no. 4, pp.66-79 viewed on 19/09/07, http://www.ispi.org/pdf/suggestedReading/Vol17_04_66.pdf. 

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