An exploratory study into the experiences of technology enhanced learning by Young People excluded from school aged 14-16.
Today marks the completion of a year long course I’ve been studying with the Open University “D845 Research Methods Dissertation in social sciences” (60 credits). D845 is the last course in the Master’s Research Methods programme and completes my Master of Science degree in research methods for educational technology.
I posted 3 copies of my 15,000 word dissertation off to The Open University today.
Researching and writing a dissertation has allowed me to consolidate and apply the skills and knowledge gained in earlier postgraduate study. I’ve also learned, applied and practiced a variety of research methods from a small survey, case studies, ethnography and discouse analysis.
Here is a copy of the abstract from the dissertation:
Dissertation Title:
An exploratory study into the experiences of technology enhanced learning by Young People excluded from school aged 14-16.
ABSTRACT
This small study explored the experiences of a sample of young people aged 14 – 16 (Year 10 and 11 secondary school students at Key Stage 4 in England) excluded from other forms of education and using technology to learn at a distance. The research explored what they identify as the positives and negatives involved in the use of the internet and digital technology for learning and the use of social network technologies of Web 2.0 (Selwyn, 2008) as a substitute for face-to-face study which they no longer have access to and how they make use of digital technology at home for an integrated flow of activities that support both school work and informal learning.
All the young people involved in the research use Wigan Online Learning which is part of the Alternative and Complementary Education’s range of Alternative Education options to young people who are withdrawn from school.
The small-scale project thematically synthesises findings utilising 31 out of 35 responses received from voluntarily submitted survey questionnaires querying students regarding their experiences with online learning and applies qualitative analysis to a form of data collection that might typically be regarded as quantitative.
The key features are reported that support or impede young people’s learning and identify in broad terms, the determinants of positive and negative experiences for young people using technology enhanced learning.
The results provide a directional method of measuring intensity towards the young people’s thoughts on online learning. Key themes that materialised from the data analysis were around how young people improved their interpersonal skills and matured in their interactions with their peers and adults in and out of the learning environment; the freedom that online learning provides was highlighted by respondents and the overarching theme was around the benefits of pastoral care provided by the online tutors.
Conclusions showed that carefully constructed online learning can replace traditional classroom schooling in some cases and provide richer experiences; offering a bridge into adulthood for those young people excluded from school. This study does not advocate online learning as a replacement for face-to-face schooling but instead should be a serious consideration as an alternative wherever young people are unable to access ‘traditional’ education.