DELOS Short Lists of Indicators

1
HELIOS Horizontal E-Learning Integrated
Observation System Theme 1 Is e-Learning
Contributing to Access to Learning? Results from
HELIOS Survey, March 2005
2
Survey overview

• Part 1 Respondent Profile
• Part 2 Contribution of e-Learning to Access to
  Learning
• Part 3 Role of Investments in Access
• Part 4 Community/collaborative v. Individual
  e-Learning
• Part 5 Role of e-Learning Policies Initiatives
• Part 6 Trade-off between Access and Quality of
  e-Learning

3
Part 1 Respondent Profile

• Survey period 7 March 1 April 2005 Conducted
  online through ETV in 5 languages
• 1,937 usable responses received an ETV record!
• 80 of responses from EU25 5.5 from 4 Candidate
  Countries
• Of EU25 14.5 - UK 12.4 - Italy 11.6 -
  Germany 8.8 - Greece 7.6 - Spain 6.5 -
  France 6.1 - Portugal
• 16 were Users of Education and Training-
• 7.2 in a professional environment
• 6.8 in an educational environment
• 2.3 in a home environment
• 57 were Practitioners-
• 24 Teachers/trainers
• 15 Training admin/HR manager
• 9.5 Training materials development
• 9 Training programme design
• Rest were 12 in Research 9 Policymakers 5
  Other

4
Part 2.1 Effect of improvements in technological
infrastructure on opportunities for accessing
learning
5
Part 2.2 What has been the effect so far on the
opportunities for accessing learning of excluded
groups?
6
Part 2.3 Does e-Learning have the potential to
improve the opportunities for accessing learning
of excluded groups?
7
Part 3 Role of Investments in Access
8
Part 4 Community/Collaborative versus
Individual Learning
9
Part 5.1 Involvement in special
programmes/initiatives on e-Learning
10
Part 5.2 Do policies aimed at fostering
e-Learning lead to more people participating in
education/training in general?
11
Part 6 Trade-off between Access and Quality of
e-Learning
12
Conclusions Further Work

• Strong belief that technology has resulted in
  more opportunities for accessing learning in
  general
• But to date the beneficial effects on excluded
  groups have yet to be fully realised, although
  there is optimism that in time this will be the
  case.
• Increased access to learning founded mainly on
  quality of course content and delivery (via
  better trained teachers) . The role of ICT
  (better software packages ICT equipment) judged
  less important.
• Group learning/e-Learning still considered to be
  more effective than individual learning/e-Learning
  
• Widespread involvement in special e-Learning
  programmes/initiatives, though majority view is
  that such policies have only a limited impact on
  achieving greater participation in education
  training
• Advent of e-Learning has had a positive influence
  in particular on flexibility of learning routes
  and access and participation in learning.
• But e-Learning still needs to overcome personal
  support barriers and improve quality of course
  content and evaluation.
• Further Work more in-depth analysis by type of
  organisation (public/private) and country (sample
  size permitting). Results to be incorporated into
  Thematic Report.