-
This research project consists of two elements: a systematic review of workplace-based students' experience of e-learning techniques; and a best practice framework for the delivery of e-learning in the workplace, based on the findings of the review and a series of case studies.
-
The project is funded by the Higher Education Academy. The project team includes members from Information Resources and Health Economics and Decision Science (HEDS) at ScHARR, as well as steering group members from CILASS (the Centre for Inquiry-based Learning in Arts and Social Sciences), the Institute of Work Psychology, and Mental Health, ScHARR, all at the University of Sheffield.
|
Title:
Which workplace-based e-learning techniques are most effective in enhancing the student learning experience?
|
Authors:
Carroll C, Booth A, Papaioannou D, Sutton A, Wong R.
|
Background:
Despite substantial research on the delivery of e-learning courses to students in full-time education, there has been comparatively little analysis of people in employment who engage in e-learning (e.g. part-time Masters students from health services, social services, management, accountancy etc.). This population undertakes online learning in a very different environment from full-time students, has very different needs, and may respond very differently to methods of course delivery.
|
Description of approach used:
Established methods of systematic review are being used to investigate the individual techniques by which e-learning is currently delivered to workplace-based learners. This involves identifying, assessing for quality, and synthesizing primary research into student experience of technology and workplace-based e-learning: for example, learners’ responses to techniques such as interactive group-work, task variety, the use of case studies, and the applicability of coursework to participants’ duties in the workplace. Findings from the review will be used to construct a framework describing and explaining factors that shape and enhance the experiences of e-learners in a workplace setting.
|
Conclusion:
This systematic review extends previous reviews and research, not only by focusing on the population of e-learners in the workplace, but also by seeking to identify the differential effects of specific techniques to improve the experience of e-learning within this group. Given that previous research has demonstrated that the effectiveness of e-learning is mediated by the student experience, this work will help to identify those techniques that most enhance the student experience within this under-studied population.
|
