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Current AT literture review; exploring AT met needs v's AT unmet needs.
Identified factors: stigma-improved self efficacy
Educational assessment inventory method.
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Creating a basic research design.
Aontas FET covid 19 response
Learner engagement, Home environment, Teaching and learning. progression, review actions.
Some possible areas of interest relative to AISS and TEL.
What external factors are affecting learners remote learning? For example ratio of persons per device, is there privacy, do you have a quiet time to study.
How do you deal with distractions, do you have any strategies that support your learning, such as switch of social media, does social media have an impact your study.
Are you up to date with your assignments, if not how many assignments are you behind in? If you are behind, what is the cause do you think, motivation or lack of F2F engagement?
When there is a return to class room teaching, how will you travel, own transport, bus, car pool or lift.
What is your average spend on books, or are you provided resources through Teams or Moodle.
Mitigating disadvantage digital learning.
Recommended Action
- Providers must ensure all learners are equipped with necessary technology to
complete assignments before distributing any graded materials
- Provide free access to all software necessary to complete online assignments
- Developing a loan system for devices that can be provided to learners in need (ex
Norway)
- Work with business/home internet and phone providers to increase access to WiFi for
all learners by removing data limits on all plans, opening public access to WiFi sites in
public buildings, and increasing home sharing capacity on networks (ex Comcast)
- Ensure residential spaces with marginalised communities resident have free access to
WiFi and appropriate technology resources (eg direct provision centres and temporary
accommodation facilities)
- Developing a resource kit for learner that equips them with time management skills
and effective strategies to succeed in digital learning environments (should be
inclusive of tips for parents)
Educator Capacity
**Some learners are not using AT with the suggested frequency that would provide benefits. Why?
Is the younger cohort finding motivation and assignments more challenging?
What is or aims? What are our objectives? What is our theme? What are our questions?
Methodology
Focus group-very qualitative-rich source.
Survey-agree statements-disadvantage not very rich.
Mixed methods-good approach-more time reviewing data.
Careful attention to the structure of questions and scale.
A pilot test would be required.
Randomized selection.
Is AT beneficial to learners without disabilities
Does it improve academic performance?
Does AT enable academic engagement.
Does AT offer greater efficiency-or it it cumbersome?
Learner representation: what are the general concerns of learners.
well being?
learners with poor IT skills falling behind?
tutor-relationship?
Aim to follow up on recommendations and actions from previous studies.
Feedback from tutors.
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Some FET learners do not have a preference for online learning, others have adopted.
• Some of the learners are currently falling behind on assignments.
• Practitioners are using break out rooms and many of the supportive apps.
• What is the ratio of online attendance/to F2F.-current suggestions indicate level 5 and LC are on par with F2F but lower level are behind.
• What are the other factors that affect online engagement-themes such as home environment have been documented from previous research and I would not discount them. Such themes explain why some interventions do no function. An action can always be taken at an identified cause.
• Learners who are below average engagement struggle far more on line.
• There is a lot of IT support for full time learners-how different is this with Com ed.
• Some learners say they miss the peer to peer learning, especially where they have tasks to complete.
• Social bond doesn’t happen in remote learning.
• Some learners have formed whats app groups. They communicate around task and assignments on this app.
• Despite the adoption the to Teams, learners are reluctant to post. Fear of being wrong. This does not happen to the extent in F2F.
• Those where ESOL are in attendance are struggling in class.
Feedback from learners.
Some teachers do not have the time to engage with TEL resources.
Some Teachers are spending additional time on corrections-remote learning is leading to more condensed teaching.
If measuring impact look at contributory factor and not causality.
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Some state that they would have a preference for blended learning.