Published on October 27, 2013
Students attitudes to distance education at Lund University, SE Ebba Ossiannnilsson, PhD EADTU , Paris 24th October 2013
Ebba Ossiannilsson, PhD Lunds Universitet
Ossiannilsson (2012) Benchmarking (e)learning in higher education, Doctoral dissertation, Oulu University, Finland
Ossiannilsson (2012) Students Attitudes to Distance Education at Lund University, SE 2000 Quality in netbased learning 2003 BM ESMU 2006 Sustainable education 2008 Netbased education and internationalisation 2008-2011 3 BM 2010 NAHE
Distance studies are increasing in Sweden One tenth to now nearly one third of all university students in the country over the last ten years.
Distance Learning in Higher Education in Sweden (SCB, 2012) Document the distance students' attitudes towards distance education at university and to get their views on how the programme worked for them The aims of the students of taking distance education The reasons why the students were studying at a distance The students’ perception of the quality of distance education by Stephanie Lowman
Thematic issues Statistic Sweden 2012 Registration on course and degree of activity Completion of the course and reasons if this was not the case Reasons for seeking distance learning Effectiveness Satisfaction dimensions If the course required physical meetings Learning platform If learning centers were used (physical meeting places) Cooperation between students Teachers’ availability Employment and study funding Other comments
What´s in it for me?
Aim for Lund University To learn from the results and the students' responses about how they evaluated their experiences of distance studying at Lund University. Taking part in this investigation was part of the quality assurance programme at the University.
Population nationally and at LU 17 000 students on distance courses in autumn 2010 at Swedish universities The response rate was 49 percent. Campus students 4 000 people who were registered on one or more campus-based courses in higher education in the country during the autumn term 2010. The response rate for this group was 47 percent. 800 students on distance courses in autumn 2010 at Lund University. Response rate almost 50 %
Why students are on DE Interest in the subject is the main reason for the choice of the distance courses The majority stated that they never intended to take credits or to complete the distance learning course Distance learning is usually a sideline Distance students have usually previously studied at universities It is more common to study fully online courses Programme students at a distance are diligent learning centre visitors Working while studying is most common reason for choosing distance learning The majority of distance learners are women
Reasons for studying at distance at LU Student’s interest in the subject / course content (70 percent) To train for a profession / degree (22 percent) To increase the chances of getting work / other work (20 percent) Training in their current work (18 percent)
Main results for students at LU (1) Motivation and creation of incentives to complete the course required The interest in the subject was the crucial motivation for choosing the distance learning course It suited the student’s life situation There was a high degree of satisfaction and effectivenes There was little cooperation and interaction on the course among fellow students on the course Proficiency training in critical thinking and problem solving were highly ranked Students expressed dissatisfaction on study social support and influence
Main results for students at LU (2) Half of the students completed and finished the current course Most of the students never intended to pursue the course More flexibility, transparency and attendance of teachers was desirable Educational, technical and administrative development, innovation and skills are desirable The most common reasons for non-completion were focusing on work or other courses as well as the distance course There was relatively little difference between the faculties Low exploitation of learning centres
Distance learners stated critical thinking and problem-solving characteristics captured largely by the education. These abilities are not stressed at all for campus students.
Dissatisfactions Low level of cooperation and collaboration No satisfaction on study social issues
Quality Teachers' availability, presence, and to utilise the network's full potential, are listed as hallmarks of quality and degree of satisfaction in distance education and learning. cc by stijnbern Course design and examinations, as well as transparency and flexibility in the course, are likewise particular satisfaction indicators.
Personalization… …take the individuals perspective on course design, delivery, learning mode, assessment etc….
Ossiannilsson E & Landgren L (2011). Essential areas that benchmarking e-learning ought to cover. Reprinted with permission from Wiley-Blackwell.
Distance education in Sweden, a study by NAHE 2010 Lifelong learning Widening recruitment Low completion rate No single definiton Extensive need for pedagoical development Potentials to expand internationally
Completion rate (Nordström 2012) Exams and communication If the course is offering regularly Teamwork Study guideline Recordings for repetition Personalisation Level of presence
: The results showed the need for methodological development Quality work; development, implementation, and evaluation Critical quality areas/indicators/processes for distance Pedagogy and didactics The use of digitalisation potentials Organisation and infrastructure
Preparing students for jobs which doesn´t even exists today
Reflections It is debatable whether this type of training has a different values compared to that of on-campus undergraduate programmes and can be attributed to the university's responsibility for engaging with wider society and providing training in the form of education, non-formal education and lifelong learning. Conclusions from the Statistics Sweden study show that many students would never have studied at universities if they had not been able to study at a distance, i.e. moving to a new city to study on campus would have been impossible for many. Many of them would have instead turned to unskilled jobs
Caring is sharing, sharing is caring Footprints W:www.lu.se/ced E:Ebba.Ossiannilsson@ced.lu.se FB:Ebba Ossiannilsson T:@EbbaOssian Phone: +4670995448 S:http://www.slideshare.net/Ebba Ossiann B: http://e4qualityinnovationandlearn ing.blogspot.se/
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