1. Experiences and Opinions of E- learners: What Works, What Doesn't, and What Competencies Ensure Successful Learning Michael F. Beaudoin (University of New England) Gila Kurtz (The Center for Academic Studies) Sigal Eden (Bar Ilan University and The Open University of Israel)

2. התנסויות ועמדות של לומדים מתוקשבים: מה עובד, מה לא ומהן המיומנויות הנדרשות ללמידה מתוקשבת אפקטיבית A collaborative research project by International Board of Standards for Training, Performance & Training (ibstpi) מייקל בודין - University of New England גילה קורץ - המרכז ללימודים אקדמיים סיגל עדן - אוניברסיטת בר-אילן והאוניברסיטה הפתוחה

3. מתווה:  מטרות מחקר  מתודולוגיה  תמצית ממצאים  מסקנות ראשוניות  לאן עכשיו?

4. Purpose To survey online learners for data re: 1.Their experiences & opinions of what they consider the most & least effective features & practices critical for successful learning outcomes; 2.Universal set of competencies for users & providers in such settings.

5. Methodology: Project team developed 58-question instrument, with option for respondents to tell their “stories.” Administered electronically via Zoomerang; 86 (mostly American) respondents. Translated into Japanese, Hebrew & Spanish by colleagues in Japan, Israel & Mexico. Yielded 38 Japanese, 44 Israeli, & 105 Mexican respondents. Mexicans are from one consortium; all others represent diverse programs & institutions.

6. Summary of Findings (1) Online students’ satisfaction- Majority rated satisfaction with learning experiences as Very Good to Good. High of 91% among Mexicans (likely due to single Institutional support); low of 53% among Japanese (likely due to reluctance to express extreme opinions). Elements influencing satisfaction- For US & Japanese, course organization & content ranked highest, followed by quality of instruction, interaction & convenience. For Mexicans, instructor & interaction ranked highest, followed by flexibility & institutional support. Israelis cited convenience & flexibility most frequently.

7. Summary of Findings (2) Challenges- Nearly all encountered one or more, with time management the dominant one for all but Israelis. Other significant issues are resolved primarily by students’ using own resources, rather than relying on institutional support. Items critical for success- Strongest determinant for success among all (except Mexicans) is self-motivation, followed by time management, then capacity to learn with limited support. Notable that these all relate to learner attributes / attitudes, rather than course features. Familiarity with technology was seen as one of lowest critical items for success (likely because it is assumed learners already have tech skills).

8. Summary of Findings (3) US & Israeli respondents consider instructors important to success. This is minimally important to Mexicans & Japanese. For latter, instructors are seen as facilitators, rather than actually instructing. Do online learners devalue instructors, or expect other roles from them? Israelis seem most dependent on instructor interaction for success, yet rank student-student interaction as lowest. Other respondents ranked relationships with fellow students higher, but not Most Critical. This finding seems to defy conventional wisdom that online dialogue is critical to success. Possible that some interpreted question to mean personal relationships with other students. Suggestions for improving online learning- Many suggestions, but no single dominant one. A few cited face-to-face component as way to enhance online course

9. Preliminary Conclusions (1) Online learners are willing to share experiences & opinions, & know what does & does not work: We can discern patterns of behavior, characteristics, preferences and dislikes among online learners that inform us about what may be representative of others in similar environments; There are many common elements in the experiences of online learners, regardless of program, delivery mode, or cultural setting; Despite commonalities, researchers familiar with cultural nuances can discern responses that reflect cultural variations Online learners accept primary responsibility for success or failure of their experiences, rather than see outcomes as dependent on provider institutions;

10. Preliminary Conclusions (2) Time management and self-motivation are main factors in online learners’ perception of their success; Majority had positive experiences, and most would enroll in online courses in future; From learner data, we can derive a set of valid & reliable competencies applicable to most online contexts; Competencies can inform teachers and learners re: what constitutes effective means for ensuring success; - Additional research is warranted to better understand factors that contribute to how online students learn effectively and efficiently.

11. Next Steps ibstpi & its collaborators will identify & promulgate a set of competency statements for use by online learners and providers to enhance theory & practice; for optimizing instruction & learning in distance education.

12. Thank you!! תודה !!