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Growth in Flexible Learning | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Skills Assessment for Computer-Based LearningWithout a doubt the accessibility of the world of on-line learning is contingent on a number of criteria. Not the least of these is enthusiasm for the medium itself, a trait engendered by its skilful use and some degree of comprehension as to its potential. Therefore an important facet of our study comprised what can be seen as a celebration of computer skills among learners.Through encouraging participants to reflect on their perceived level of skills in computer use, and subsequently engage them in self-assessing their actual skill base using the tool “Skills Assessment for Computer Based Learning”, we endeavoured to help them discover their potential more fully, developing an increased confidence in their ability to effectively use an on-line learning tool. These sessions proved particularly useful in enlightening mature students as to their ability, which in many cases was greater than they initially perceived. In this way the session served to help dispel intrinsic fears and thus remove inhibitions placed on learning capacity. For many young learners it presented a fine opportunity to facilitate the view that the computer can, indeed, be seen as a valuable medium to enable them to explore, experiment, and extend their horizons. 
The computer skills sessions highlighted some issues relevant to on-line learning and optimum use of the resources available. The results seen would certainly point to the computer skills assessment as a valuable tool, and a worthwhile activity to undertake in determining readiness for effective toolbox use. Only 12% of adult learners felt the same about their relevant computer skill level. Most had, in fact, initially underestimated their proficiency and were pleasantly surprised with their achievements. This may indicate that whatever computer skills are present, they may be largely unrecognised, and therefore untapped, without exposure to an exercise such as this. Over half the youth responded that the exercise did not change their perception of their skill level, and only 3% indicated they need more skills than they realised. This would seem to point to these being more aware of their true level of skill, particularly if lacking in some way. Still, 46% decided they have more skills than thought previously, perhaps indicating that some participants may have been unaware of their actual abilities. There were some, among both adult learners and youth, who had such difficulty completing the tasks in the skills assessment that any involvement in on-line learning would appear to be both frustrating and ineffective unless their need for basic computer training were addressed. As any teacher or tutor would testify, learners are not homogenous groups. Never could one assume a common knowledge/ skill base as they tailor training to meet learner needs in a learner-centered environment. Given the nature of on-line learning, the results of this aspect of the case study would certainly point up the challenges facing all players in the implementation of flexible learning options. Toolboxes - GrowthFundamental to this study is an examination of Flexible Learning Framework tools and resources from the perspective of people in a rural area. Acceleration in the rate of technological change would seem to have made improvements in the accessibility of vocational education through electronic learning tools such as toolboxes. Therefore, through the second and third stages of this study we endeavoured to clarify understanding of the potential of the technology in terms of:
In the table below, the
figures in the “explored” column refer to the number of participants that
explored each toolbox as an information source for various qualifications/
careers.
Growth in Utilising Toolboxes to Assist in Career Pathway DevelopmentResults from the survey indicate a good response to toolboxes generally, with overall 50% indicating they found them “useful and informative”. Over 80% of respondents said toolboxes were useful for developing a career pathway, indicating they have the potential to perform well as information sources.Responses also show that 29 of the 73 respondents had not previously considered the vocation they explored, indicating that the toolboxes may well have drawn their attention to new possibilities. This surely would be seen as positive in expanding and enhancing options. 
The figures shown for “Has this process assisted you in determining what vocation(s) you might now pursue?” reflect positively on the assistance 50% of overall respondents felt the toolboxes had given them. Comments made serve to qualify this, showing that the toolboxes assisted participants by confirming their choices and interests, and opened up new options as well. The majority of the 50% who answered “no” to this question indicated in qualitative data that this was because they already had a clear view of their direction and vocational choice, this would seem to not necessarily indicate a short-fall in the toolboxes themselves. Growth in Using Toolboxes for LearningResults from the survey indicate that while a substantial number rated using a toolbox to undertake vocational education highly, the majority do not see it as better than a classroom setting. The 100% result from adult learners may be a reflection of these learners already having a clear determination of their chosen /preferred learning strategies. Many commented on the need to be closely involved with their tutor and other students, and this could indicate their recognition of learning as being more than a cognitive exercise but a social activity that also connects the learner with the broader social context. This would reinforce the notion that the social dimensions of learning must be recognised and accommodated for the successful integration of learning tools such as toolboxes.75% of participants responded that they feel some courses would be better on-line than others. Comments made as to why indicate the view that courses with more complex content would be less suited to using a toolbox as a learning tool. The view was also expressed that many courses, and vocations, require the learning and performance of practical tasks and ‘hands-on’ work and that on-line learning would be better suited to courses in which content was more closely related to the medium used. Similar comments were made with regard to courses, such as those in community services, where human interaction is seen as critical. 
Overall, the figures would seem to clearly point to the value of a “blended” approach. With this in view, perhaps best practice would involve the introduction of elements of flexible learning into course design. This may assist in utilising these tools to greater capacity and, consequentially, clarify professional development needs of teachers/ tutors. While on-line learning as such may assume learners are self-regulated and self-motivated, a “blended” approach taken by integrating elements of on-line learning into course design could enable the diversity of learning styles to be accommodated successfully, including those self-directed and the more pedagogically dependant. |
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