E-Learning Provision and Participation: Trends, Patterns and Highlights

Blended learning definition (Heinze and Procto...Image by hazelowendmc via FlickrThe following was posted on a discussion forum I am a member of, and I felt that some of the findings challenged some of my assumptions, while other findings confirmed them 🙂 Makes for interesting reading:

“The Ministry of Education NZ has released a report on tertiary education sector e-learning provision from 2004 to 2008. This report looks at trends, patterns and highlights in e-learning in the tertiary sector over the time period 2004 to 2008. For the purposes of this report e-learning is defined as: ‘Learning that is enabled or supported with the use of Information Communication Technologies (ICT).’ These ICTs include the internet, video conferencing, and interactive whiteboards.

As ICT use increases in the wider society and education, for example through the NZ Government’s Ultrafast Broadband programme, this report analyses how much e-learning is being provided at a system, course and sub-sector level.

Key learner group participation patterns in e-learning courses are analysed to help determine what the underlying drivers are for participation.

Summary of the key findings (taken from the Education Counts site)

  • From 2004 to 2008, there was more provision of traditional delivery courses than e-learning but the proportion of e-learning provision increased especially at higher qualifications levels.
  • The majority of provision at degree level uses e-learning but e-learning is in the minority at certificate level.
  • Adoption of e-learning is greatest at universities.
  • Younger people had higher e-learning participation than older people who had a majority involved in traditional delivery.
  • Pasifika had higher e-learning participation than other ethnic groups. Māori had the lowest e-learning participation.
  • Some subgroups were identified who used web-based delivery as a means of accessing tertiary education because they were unable to access traditional delivery teaching because of work or family commitments. This included some Māori and older learners.

The full  report is available on the Education Counts website. “

About ictenhancedlearningandteaching

I am a director and consultant at Ethos Consultancy NZ (http://www.ethosconsultancynz.com/). I have a keen interest in all aspects of ICT Enhanced Learning and Teaching (ICTELT) where the focus lies on ways of scaffolding and empowering learners. In particular, I am interested in the way that creative, blended approached to Academic Professional Development can create trust, rapport and encourage reflective practice. As such, ICTELT is approached from facilitation, design, evaluation and assessment as opposed to the tools and what they can offer. I am a strong advocate of the potential of Web 2.0 to empower learners from all walks of life and cultures, especially after my experiences working for 6 years in the Middle East. In particular, I am interested how ePortfolios can be used in the VET sector (especially where Literacy and Language challenges are faced), in Recognition of Prior Learning, and in authentic, applied assessment. I have been involved with designing and developing ICTELT approaches and programmes for ten years. Following research informed approaches and design, I apply a qualitative, iterative process to evaluate the effectiveness of interventions, programmes and tools, encouraging learners' voices and input from all stakeholders.
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1 Response to E-Learning Provision and Participation: Trends, Patterns and Highlights

  1. Pingback: Self-determined learning | My Training Centre

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