Pre-university online learning experience positively influences higher education study skills says new research — from Anne Keeling, Media Relations for Pamoja Education
New research says online learning prepares 16-19 year olds well for university
London – A research study by the Institute of Education University of London (IOE), England has explored the impact of online learning on 16-19 year olds and its influence on their learning experience at university.
The study was conducted between February and July 2014 and involved a literature review, a self-report survey with university students, interviews between an IOE researcher and university students, and interviews between an IOE researcher and online teachers.
The results, published in November 2014, were based on the responses of 108 university students aged between 17 and 23 from 36 countries (primarily the US, UK and India). 58 of those surveyed had studied at least one two-year subject online as part of the International Baccalaureate Diploma Programme (IBDP), delivered by UK-based Pamoja Education.
Of all 108 students surveyed, 78% said they considered it important in university to be able to plan and coordinate group tasks using online tools such as calendars, scheduling tools and discussion applications. 94% said having the ability to find academic resources online is valuable. 78% of all students who responded said that at university they try to solve learning problems by themselves. And 84% said it is definitely important to be able to set goals to help manage studying time for their university course.
Those students surveyed who had participated in online learning at school said that they had gained proficiency in a range of online learning tools that they were now using as part of their university working practice. They said that the online learning experience had helped them develop confidence in using technology to source information and that they were more likely to carry out their research online. Students believed studying online had helped them to become independent learners able to manage their own time. They felt that in comparison with other students they were less likely to need to turn to their university lecturers for practical help. IBDP online students who were interviewed by an IOE researcher commented that learning to study online had come with its own set of challenges, but that developing their skills within the supported environment of their school had been a beneficial experience that was now effectively helping their university study.
One student said “Studying online is different from attending regular classes. You have to be self-motivated to study on your own and set your own deadlines. Personally, I learned a lot from taking an online course because it helped me prepare myself in terms of scheduling and allocating time.” Another said “I had to be independent and in charge of my own learning so this has helped me be able to work this way.”
Ed Lawless, Principal of Pamoja Education says: “The research suggests there is a shift from school learning to university study, and that a good online learning experience helps students to prepare for that shift. It helps them to develop the ability to work with a whole range of online media, and to develop an awareness of managing their personal progress which university students recognise as an essential part of their study requirement.”
Teachers who were interviewed spoke about the importance of providing a supportive learning environment for school age online learners. Several teachers suggested that online learning provided students with a safe environment that allowed them to take risks, make mistakes and learn from their experiences and this had better prepared them for university
An overview of the IOE research: http://goo.gl/HC9NX2
A video of Professor Martin Oliver from the Institute of Education talking briefly about the outcomes of the IOE research: http://youtu.be/lChG3haprL8
Notes:
Pamoja Education is a social enterprise working in cooperation with the International Baccalaureate (IB) as the only provider of online IBDP courses for students aged 16-19. It has been delivering online IBDP subject learning to students around the world since 2009.
The Institute of Education is a world-leading university specialising in education and the social sciences. Founded in 1902, the Institute currently has more than 7,000 students and 800 staff. In the 2014 QS World University Rankings, the Institute was ranked number one for education worldwide. It has been shortlisted in the ‘University of the Year’ category of the 2014 Times Higher Education (THE) awards. In January 2014, the Institute was recognised by Ofsted for its ‘outstanding’ initial teacher training across primary, secondary and further education. In the most recent Research Assessment Exercise two-thirds of the publications that the IOE submitted were judged to be internationally significant and over a third were judged to be ‘world leading’. www.ioe.ac.uk
From DSC:
This research doesn’t surprise me at all. Those students/learners who can succeed online have to be disciplined. They have to take more responsibility for their learning and are more independent. Online learning is not for everyone. But as with anything, practice can make a big difference. Thanks Anne for the study/research tip here. Students who take online courses are only doing themselves a favor, as most likely, online learning will be a key part of their future learning ecosystems throughout their careers.
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Addendum on 11/26/14:
Excerpt from mentor guide:
Why Students Choose Online Learning
The State Virtual School Leadership Alliance shared the following evidence that state virtual schools meet the 10 attributes of Next Generation Learning (as established by Next Generation Learning Challenges). From the student’s point of view, online learning is attractive because it is:
- Personalized to my needs and learning goals.
When students select their courses, they take greater ownership.
- Flexible so that I can try different ways to learn.
Online learning allows scheduling to accommodate health, athletic, job and family circumstances.
- Interactive and engaging to draw me in.
Students meet people outside their community in a safe environment, and multimedia used in online learning provides different ways of learning.
- Relevant to the life I’d like to lead.
Students gain more experience using the 21st century technology tools used in college and in the workplace.
- Paced by my own progress measured against goals I understand.
Students can move faster or slower through assignments and track their own progress toward their goals.
- Constantly informed by different ways of demonstrating and measuring my progress.
Educational technology can measure and share tudent progress quickly.
- Collaborative with faculty, peers, and others, unlimited by proximity.
Students can access learning materials and resources – including local, state, and national experts – using online communication tools.
- Responsive and supportive when I need extra help.
Communicating outside the typical school day is supported by the online learning culture. Many students – and teachers – report they spend more time interacting online than in the face-to-face classroom.
- Challenging but achievable, with opportunities to become an expert in an area of interest.
Online learning reinforces lifelong learning skills and promotes information literacy and communication skills as well as thinking and problem-solving skills.
- Available to me as much as it is to every other student.
Online learning can direct the talents of some of the most skilled educators to the most underserved populations. A zip code does not have to determine learning options any more.
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