A Comparison of E-Learning in Scotland's Colleges and Secondary Schools: The Case of National Qualifications in "Core Skills"

Autor/inn/en	Davidson, J. K.; Elliot, D. L.
Titel	A Comparison of E-Learning in Scotland's Colleges and Secondary Schools: The Case of National Qualifications in "Core Skills"
Quelle	In: Journal of Computer Assisted Learning, 23 (2007) 6, S.511-522 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/j.1365-2729.2007.00250.x
Schlagwörter	Adult Education; National Surveys; Information Technology; Foreign Countries; Teaching Methods; Secondary School Teachers; College Faculty; Comparative Analysis; Computer Attitudes; Use Studies; Teacher Surveys; Virtual Classrooms; Multimedia Instruction; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Informationstechnologie; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Fakultät; Benutzerschulung; Multimediales Lernen
Abstract	This paper investigates and compares the utilization of online resources to support teaching and learning in two different educational sectors with overlapping student groups in Scotland: secondary schools and further education (FE) colleges. The online "Core Skills" materials included Numeracy, Communication, Information Technology (IT), Problem Solving and Working With Others. The research involved two large-scale national surveys with representative samples of staff drawn from secondary schools and FE colleges, and four qualitative case studies purposively selected to represent a range of geographic locations. The most popular resources were for Numeracy. In the majority of colleges, respondents' attitudes to the materials were positive and the e-resources were used in conjunction with other teaching approaches. The evidence suggested that less motivated learners benefited from the materials when they were contextualized. Among secondary teacher respondents, however, the resources were virtually unknown. The majority of secondary teachers reported that they needed time to evaluate the materials and that they would benefit from specific training related to curriculum-linked e-resources. In conclusion, as the Numeracy materials have been found useful, e-learning in mathematics warrants further investigation among less motivated students who are currently not achieving their potential in secondary schools. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10