1. Session 2: Methods How can we understand learners better?

2. How have we investigated e-learners?
Background survey of existing research Sharpe et al 2006
‘Scarcity of studies on learner experience, often about very specific and narrow aspects of learning (e.g. CMC), often discussing observable behaviours rather than intentions, beliefs, feelings’
Phase 1: two large-scale studies Creanor et al 2006, Conole et al 2006
Phase 2: seven focused studies to investigate specific issues plus support and synthesis (ongoing)
BLUPS | e4L | Lead | LexDis
PB-LXP | STROLL | Thema

3. What were our questions?
How do specific groups of students experience learning with technology?
What is the experience of highly skilled online communicators and networkers? How can learners' existing skills be developed and exploited more effectively?
How do learners' experiences change through their learning journey, particularly at points of transition such as induction?
What are the critical choices that learners make about when, where and how to study? How do these influence their experience of e-learning?

4. What were our questions?
How do learners make use of technology for learning in ways that are not expected or supported by their institution?
How are learners personalising and adapting their learning tools and environments?
How do students conceive of the role of technology in their learning? Is there a relationship between students' conceptions of learning with technology and their success?
What, if any, is the impact of institutional strategies and course level practices - such as widening participation, developing skills for global citizenship, accessibility, designing for difference - on the learner experience

5. What methods did we use (and develop)?
Interview (plus), card sort and other elicitation techniques
Logs and diaries (video, audio)
‘Penpals’, learners-as-researchers
Focus groups
Case studies, ‘day in the life’
Learner profiles
Surveys (institutional cohorts)

6. Methodological issues
Elicitation
Ethical issues
Participatory research
Recruitment and retention
Using available technologies to collect data

7. Activity #2: Methods carousel
Split your table into three pairs or small groups (3-4)
Each pair take one ‘method’ activity
Follow the instructions and try out the method
After 5 minutes be ready to move on to another method
After 15 minutes, be ready to feed back on what you found

8. Discussion What were some of the issues that came up?
How different were the methods you tried?
Which methods would work in your community? Which would translate well from research into reflective practice, evaluation and/or institutional research?

9. Using these ideas in practice
Researchers’ forum (ELESIG)
Web resources on methods
Learner-centred evaluation toolkit
Methods ‘recipe cards’ (two more in your pack!)
Listening to learners: check-list on embedding learners’ perspectives into institutional and personal practice
research
reflective practice