The impact of new technologies on distance learning students

 

 

Rationale

 

It is known that the United States of America spends many billions of dollars annually on the provision of educational technology to American schools, colleges and universities. All the 27 Departments of Education in the European Union in like manner spend millions of euros each year on the provision of educational technology.

 

In the light of this massive expenditure the research on the impact of technology on learning, what actually happens when students use technology in their education, is inadequate.

 

As recently as 2005 the World Bank declared ‘It is generally believed that ICTs can empower teachers and learners, promote change and foster the development of ‘21st century skills, but data to support these beliefs are still limited. There is widespread belief that ICTs can and will empower teachers and learners, transforming teaching and learning processes from being highly teacher-dominated to student-centered, and that this transformation will result in increased learning gains for students, creating and allowing for opportunities for learners to develop their creativity, problem-solving abilities, informational reasoning skills, communication skills, and other higher-order thinking skills. However, there are currently very limited, unequivocally compelling data to support this belief.’ (The World Bank Impact of ICTs on learning and achievement).

A detailed search of the literature shows that what research there is, is nearly all on the impact of technology on children in schools. There is little or nothing on adult education, on lifelong learning or on distance learning. The research situation is unacceptable in an area that is costing European governments millions of euros annually.

 

Methodology

 

Because of the criticisms of the World Bank and other authorities on the lack of quality of the existing research great care was taken in the choice of methodology for this study.

 

The methodology to be used in the project is based on the Identifying and implementing educational practices supported by rigorous evidence of the US Department of Education, Institute of Education Sciences of December 2003, probably the most recent and most authoritative educational research methodology available at present.

 

Progress

 

The work of the project is well under way. Seven investigations are being carried out on:

 

• The impact of technology on learning in Open Universities
• The impact of technology on learning in e-learning systems
• The impact of technology on learning in synchronous virtual classroom systems
• The impact of technology on learning in the use of the WWW on-campus
• The impact of technology on learning in mobile learning
• The impact of technology on learning by men and women
• The impact of technology on learning by the young and the old.

 

Questionnaires have been designed and distributed to students and citizens. Data is being collected, statistics are being analysed and reports are being written. The completed reports will be distributed widely, both on paper and the WWW.

 

To follow the research and for further information, please go to www.ericsson.com/impact.