O6.1.2

=Courses include opportunities for students to practice with e-learning technologies and pedagogies.=

Evidence
Continuing improvement in student computer literacy skills and technical capability, and the inherent usability of new technology systems does not lessen the need for ongoing training and detailed information about e-learning procedures and technologies (Concannon et al., 2005; Kvavik and Caruso, 2005). Kvavik and Caruso’s recent study identified the importance of clarifying and communicating ‘which information technologies we want to use… at what level of sophistication, and for what purposes’ (p. 19). They add that it cannot be assumed that students will adopt new technologies without the availability of comprehensive training based on systematic planning that recognises required skill levels: ‘Students need to learn how to learn with the new technologies [and] Institutions should…articulate concrete IT learner competencies and literacy for students’ (p. 19).

Students’ capability for effective e-learning is a combination of their skills as learners and their abilities to make effective use of the various information sources and technologies provided by institutions generally, and specifically in particular courses and programmes. Like any skill, this must be practiced. Some degree of technical aptitude and experience can now be generally assumed although this does not mean that students are effective online learners (Hrabe et al., 2005).

Visser and Visser (2005) highlight the insight that student communication process capability development necessarily precedes technological skill development.

Several studies show that people devote a great amount of time to learning new skills that they must possess to be successful in the online learning environment (Davidson-Shrivers et al. 2000; Richards & Ridley 1997; Warschauer 1998; Wells 2000).

Tallent-Runnels et al. (2006) reviewed the literature on online teaching and found that people with more prior experience and training in computer-related activities felt more satisfied and comfortable with their experience in an online environment.

Resources
Students must have the chance to practice with technologies before they are used in assessments. However, the link between exercises with novel technologies and their ultimate use may not be obvious and students may be discouraged if they don’t see the point of the exercise. It may be that ‘live’, organic, participation scenarios are more useful in some instances.