How Technology has changed the way we learn

Information and communication Technologies (ICTs) have been an integral element in the development of learning in forms of open, online and distance education which has bought new opportunities for lifelong learning.

The impact of ICT on learning is usually discussed in relation to the use of the World Wide Web however, ICT impacted on higher Education (H.E) before the Internet. The application of print, audio-visual and broadcast media to distance education has enabled access to adults with roles and responsibilities to continue with H.E.

Leach and Moon (2008) identify six ways in which ICT can aid teaching and learning:

• easier access to a wide range of information
• easier links with other teachers and other learners
• more effective teaching of key concepts and disciplines understanding
• pedagogic (helping teachers support learners and aiding collaboration)
• easier research (better access to sources, evidence, experts)

Pritchard (2007) suggests four purposes of ICT use:

• Finding things out
• Developing ideas and making things happen Enhancing and sharing information
• Reviewing, modifying and evaluating work in progress

Since the mid-1990s the Open University (OU) UK has adopted a strategy of investment in digital media, building on the early use of internet for computer mediated communication. Mason and Kaye (1989).

Early applications showed that use of e-mail and conferencing could revolutionise the potential of distance teaching by communication across the students body, as well as between the tutor, course team and students. Thorpe.

It also shows that the impact on students varied, 'typically leaving one third who hardly ever participated one third who did so on an acceptable level, and one third who became enthusiastic and participated well beyond the requirement set down by the course team.' Thorpe.

Thorpe identified the following advantages of "new media" which includes CD-ROM and DVD ROM web and applications such as streaming audio video and mobile devices:

• A sense of presence, possibly even community, in online interaction
• Improved learner support
• Unlimited practice of difficult concepts, skills etc
• Unlimited access to resources via the internet
• Improved delivery of learner preferences- notably those required by students with disabilities
• Global access to resources and teaching
• Learning anywhere any time

Thorpe states that student evaluation shows a varied view on new media of conferencing, e-mail websites and electronic resources via library databases and the internet. A survey shows that OU students in different faculties experience more or less use in these media in their courses. Science courses, for example have always made good use of software supplied on CD and DVDs however gave very low helpfulness ratings to audio CD whereas almost 60 per cent of language students rated them as very helpful as did over 40 per cent in health and social care, arts and education. Rae, (2004)

Distance and online learning are developing even though some courses are delivered wholly-online there are new forms of interaction and collaboration developing. Thorpe (2002). Enabled by emailing and conferencing tutors and students are in more frequent contact and is more continuous. In some cases this may be more contact time than campus-based students with their tutors. ICT is changing learning by opening new opportunities and not only for distance-learning but for campus-based higher education too.

References

Rae, S. (2004) Comparison of helpfulness ratings of the various course components by Central Academic Units- Course Survey 2003 data.

Skinner, D. (2010) Effective teaching and learning in practice. London: Continuum International Publishing Group.
Thorpe, M. (2002). Rethinking Learner Support: the challenge of collaborative online learning. Vol. 17 No. 2.
Thorpe, M. (1998) Assessment and "third generation" distance education. Distance Education. Vol. 19, No. 2.