Nick Jackson

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E-tutoring essay
E-learning: A discussion on learner skills,
learner attitudes and the educator’s role

DMZ3120
Nick Jackson

U0870621

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Introduction

In all levels of education, the use of technology in teaching and learning has
witnessed considerable growth. In the 11-18 year old sector, ICT has been at the
forefront of a lot of education reform. BECTA summarised this as “the establishment
of the foundations for fundamental changes within the education system through the
use of ICT” (BECTA 2005, p4). With the unprecedented popularity of the Internet,
continued escalation of online content and new trends in online communication, the
implications for education are considerable. Yet, there remain major concerns as to
how education is adapting to these changes.

There is substantial support for the theory that students in education are from a
generation of ‘digital natives’ (Prensky 2001). They have grown up to a large extent,
immersed in technology. This would suggest that the increasing use of technology
and development of e-learning is somewhat of a natural progress, a very familiar
environment in which to educate learners. However, certain commentators have
highlighted that students being ‘digital natives’ means that they in fact, have different
learning needs (Oblinger 2005). Further, in recent JISC findings, the whole belief in
Prensky’s theories have been brought into question:

Are children as digitally ‘native’ as we think? It may be necessary to review

the skills, attitudes even, that are needed
(Anderson 2007, p56)

One of the main focus areas for this JISC study was the implications for education of
Web 2.0 technology and this point was raised as a matter for further debate. Hence,
this area is considered a significant issue to merit further discussion on e-learning in
terms of the skills and attitudes needed by students.

The teacher’s role cannot be understated in the e-learning process though. BECTA
research concluded that:

Student motivation and engagement were, for both teachers and innovators,
the most powerful drivers behind using Web 2.0 tools for learning.
(Crook and Harrison 2008, p21)

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In other words, the various tools available to those educators who wish to
incorporate elements of e-learning in their teaching, provide opportunities to
stimulate student interest, connect students with the subjects being taught and the
learning process. Yet, despite the strong reasoning behind choosing to use these
tools, there remain issues with the degree of success when utilised. This raises
questions as to the organisation and implementation of the tools in question.

Discussion

The Web 2.0 tools being discussed here refer to those designed primarily for
communication and collaboration, namely discussion forums and online chat facilities
although there is some consideration of blogs and wikis. Although these tools share
many characteristics, they have developed ways of working that have a certain
sense of individuality: Forums commonly follow a similar structure to the organisation
of directories on computers. Instead of directories there are threads under which are
the equivalent of files, replies by users posting comments or discussions ensure
through posts in themselves being replied to. These can be used asynchronously or
synchronously but are not reliant on instant responses for the way their popularity.
Blogs and wikis are also not designed for simultaneous communication by users
although it is possible. Online chat, on the other hand, refers to those facilities where
predominantly, synchronised communication takes place and is expected. The
structure of the information is far looser than any of the other software mentioned
often relying on short, quick exchanges akin to face to face communication.

The question as to whether the way a particular tool is structured contributes to the
how successful it is when used in education is worth considering. When online chat
is used, the communications between those participating can sometimes cause
issues for students in that irrelevant or off-topic discussions occur and/or time lags
can contribute to a sense that the conversation lacks any flow or organisation
(Freiermuth and Jarrell, 2006, p15). Also, outlined by Freiermuth and Jarrell was the
difficulties that some students have in trying to follow discussions with multiple points
being made. Yet, there are techniques that online tutors can implement that have

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had some success in providing more structure in these circumstances (Burnett,

2003).

Issues also occur with structure in wikis and blogs as the design of these can vary
greatly dependent on to some extent the online provider and administrator’s choice.
With wikis, a dependence on hyperlinks can mean multiple pages, variable
partitioning of content although there are beneficial features in such ways of
organising content as highlighted by Forte and Bruckman (2007, p33). Many blogs
also to a certain extent rely on hyperlinks for organising content (Boulos M et al,
2006). Yet, the large proportion of the posts are sizable pieces of writing which are in
a paragraph format similar to one would read in a book, a layout that should be very
familiar to students.

As for discussion forums, the tree-like structure and significance of indentations as

an indicator of which element of a thread is being replied to, can cause users
misunderstanding when trying to participate in the discussion. This was observed by
Creanor (2002, p64). However, the asynchronous nature of the tool and in some
ways the fact that the structure of discussion forums lends itself to students studying
the posts already made can also be seen to have a positive impact on the overall
quality of contributions made (Williams, 2002, p266). Again, the tutor can have an
impact on the degree of success students experience in their use of forums be it
through equal participation or ensuring the relevancy of contributions (Williams,
2002, p267 and p268).

There is a suggestion that familiarity and common general student experience in a

non-educational setting are also factors in whether online communication tools are
successful as learning tools. Both forums and online chat are without doubt very
popular uses of the internet with the latter in the form of instant messaging , use being
commented on as being, ‘almost ubiquitous’ (Crook and Harrison, 2008). Chat
facilities are usually found on other prevalent web 2.0 technologies such as social
networking sites as are forums to a certain extent. Yet, forums tend to see more use
at an organisational level for discussion on points of shared interest and are
considered to be an essential characteristic of online courses in education (Marra et

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al, 2004). Hence, given that the focus group of this thesis is 11-18 year olds, it would
suggest that students are less likely to have been exposed to a discussion forum and
would likely need greater assistance in understanding how to use them. This is
supported by findings of Creanor (2002 p64), whose case study provided tutor
reflections where the issue of not replying but instead creating new threads was
reported. In other words, there was a suggestion that participants did not fully
comprehend the protocols of posts and replies in discussion forums due to a lack of
expertise with such ways of working.

In the case of wikis, it could be suggested that although their use is growing rapidly,
it is largely within educational environments, for select communities or groups on
particular topics. To this end, the suggestion is that students’ familiarity with the way
that they work could be variable. Blogs on the other hand, are without doubt quickly
becoming one of the most popular social tools of choice online (Johnson N, 2009).
However, the majority of popular blog tools are on social networking sites or more
recently in the form of microblogging. These have very unique layouts and accepted
ways of working and differ considerably from the more traditional blogs more often
used in educational environments. Hence, familiarity and student experience of blogs
could still be an issue when used for teaching and learning.

All in all, the variety of structures these various tools use clearly impacts on their
success or otherwise as an educational tools. Indeed in a study on these matters,
Anderson stated:

‘the way a service is actually designed can improve and facilitate mass user
participation’.
(Anderson 2004, p19)
In other words, there is a direct correlation between the amount a tool is used and
how it is structured. Yet, information architecture and motivation are whole areas of
research in their own right and such concepts have been heavily commented on
(Keller, 2008 citing 1979, 1984, 1999). This discussion is would like to focus on an
area that is arguably just as significant as the tools design, if not more so, students’
attitudes. In fact these have already emerged in respect of discussion on familiarity
and experience in the points above. The way students perceive a tool and view its

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value to their learning is surely vital to the extent with which it will be used or indeed
if it will be used at all.

As Williams stated in respect of online collaborative working, students need ‘an

explanation of benefits’ (Williams 2002, p267). This point was expanded by Weller et
al (2005, p70) in respect of all e-learning tools as the use of technology being directly
linked to there being a ‘specific purpose for it’. However, whether seeing the
‘benefits’ and a ‘specific purpose’ for using these tools are in themselves sufficient to
give students a positive attitude towards e-learning is debatable. Some researchers
have suggested that the role of peers is noteworthy, where the use and positive
feedback of those in a social circle can subsequently influence use of the
technologies (Concannon et al, 2005). In the same study, Concannon et al (2005)
cited how students perception of the ease with which a tool can be used being
directly related to their likelihood to use it. This perceived ease of use was supported
by Sun PC et al (2006).

In respect of Wikis not only is there a issue of seeing the ‘benefits’ in their use and all
the other factors outlined by Williams (2002), Concannon (2005) and Sun PC et al
(2006), but how they are used raises a more explicit concern. Wikis by their nature
are intended to be communities of collaboration (Pixy Ferris and Wilder, 2006),
places for sharing in relation to particular themes or topics. They lend themselves to
content being created by the users. Yet, there is the possibility that those less
confident in student groups may feel afraid of sharing their work online, leaving the
collaboration to others. This could be said to be an opportunity for the role of peers
to be of great significance in whether students us a wiki supporting the views of
Concannon (2005).

As for Blogs, the confidence in sharing work online is also relevant. In fact, one could
argue that it is even more applicable as blogs are usually far more personal,
reflective and involve greater ‘individual expression’ (Duffy and Bruns, 2006). In
essence, with blogs there is no real sense of students being able to hide in the group
collaboration of a wiki or only offer the odd comment as one could in forums. For
these reasons alone there are a lot of students who may be reluctant to partake.

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More significantly however to this discussion, is the one common factor that many of
these commentators agree on: the importance of the tutor or teacher in the success
or otherwise of e-learning implementation. Creanor (2002, p64) notes the impact that
the role of the tutor has on participation of learners and the shaping of online
communication. Further, it is not only the actual involvement of the tutor but his
positivity towards the tools proposed for use by students that has a direct influence
on whether they will be utilised by the learners. (Liaw 2007, p1070). In other words,
there is an essence of the ability of a teacher to shape students’ attitudes, influence
whether students will use e-learning tools being offered or not. Yet, there is an
argument that it is not just a case of being able to influence students but more a case
of students expecting the teacher or tutor to fulfil that role (Roberts 2004). His
research shows that students expect their tutors to be experts not only in the field
they are teaching but also in the use of technology they expect learners to be using
in their studies and how these technologies can be best used by all to maximise the
benefits from their use.

A view with slight varying factors than those already discussed here was proposed
by Wallace (2003, p247) who goes into some detail regarding the significance of
interaction and this being threefold- between learner and content, learner and tutor,
learner and other learners. Wallace’s observations go on to draw attention to learner
satisfaction linked to greater amounts of the three interaction strands yet he too
focuses on the amount of interaction with the tutor a student has, saying it directly
relates to satisfaction with a course (Wallace 2003, p249). If this then follows the
concepts discussed earlier re Williams 2002 and Weller et al (2005) on students
having to be able see the benefits and reasons for using these tools, the tutor’s role
could be summarised as a facilitator of communication, orchestrating and shaping
the flow of communications, involving and encouraging participants and maintaining
the appropriate community for learning. This supports many of the items listed in the
framework proposed by Offir et al (2003).

It is worth noting however that if one is to consider online tools such as wikis and
more significantly blogs then the issues described above re the role of the tutor and

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interaction may not be as relevant. Their highly asynchronous disposition especially

in comparison to synchronous communication found in online chat and instant
messaging may mean that their success factors differ. Even in comparison to
another asynchronous communication tool- the discussion forum, research suggests
that there are considerable dissimilarities. In the case of wikis, the role of the teacher
has been seen as vital even though the content is driven by the students of the
community (Lund and Smordal, 2006), (Lamb 2004). The teacher involved has to be
willing to let the students shape that community, take control of the resources and as
in the Lund and Smordal study, ‘force’ the issue. In other words, when using a wiki, a
teacher’s role is essentially- making students aware of the need to share, the
benefits of such exchanges and tailoring work that will only be a success if this
occurs. If a teacher does not fulfil this role to the expected by the students
participating, this could be said to affect the level of student use of the tools.

Further, in consideration of the tutor’s role in blogs, there is a view that the teacher
has to find ways of connecting with the approach that most students have towards
social networking in non-educational contexts, where they actively share
experiences and personal content (Duffy and Bruns, 2006). This is in contrast though
with the views expressed regarding students needing support with communicating
appropriately in online environments by Boulos et al (2006). Nonetheless, the role of
a teacher trying to get students to use blogs can be said to be largely based around
encouragement. Duffy and Bruns concept of relating their social practices to the
educational use of blogs (Duffy and Bruns, 2006) can be a highly beneficial
technique.

Conclusion

This discussion only provides a limited analysis of learner skills, learner attitudes and
the educators’ role when considering using e-learning tools in an educational
context. One should take into account that e-learning is an ever-changing field and
there are vital factors such as: The amount that these tools are used is increasing;
the variety of uses found for the tools by teachers and students alike is added to
frequently; the components of the tools change as new versions emerge sometimes

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combining what have been considered previously and in this discussion, as separate
technologies, for example social networking sites that have online chat facilities,
discussion forums and thrive on micro-blogging; new technologies emerge.

Yet, despite the continual changes in technology and its uses, there remains the
need to address learners’ skills i.e. what can be expected of a learner in terms of
knowledge and the ability to be able to adapt to the demands of an e-learning tool
being used. Likewise, students should have the appropriate attitude towards
whatever method of e-learning is being utilised on a course. There are many
examples of software and hardware that have not become popular both in and out of
education. This can be for many reasons but in a lot of cases, it is down to issues
with design and the perceived lack of benefits of using the technology over some
other version or a non-computerised approach, Further, many of the e-learning tools
referred to in this work require different, non-traditional skills that one would not
require in a classroom environment. This and the pressures involved in ensuring
students have the attitude required to employ a given e-learning tool, puts the onus
on education as a whole to consider tutor and teacher roles in e-learning.

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