EADTU annual Conference24-25 October 2013. My presentation on Students attitudes to distance education at Lund University, SE based on Statistics Swedens survey on distance students attitudes on their education

1. Students attitudes to distance
education at Lund University, SE
Ebba Ossiannnilsson, PhD
EADTU , Paris 24th October 2013

2. Ebba Ossiannilsson, PhD Lunds Universitet

3. Ossiannilsson (2012) Benchmarking (e)learning in higher education, Doctoral
dissertation, Oulu University, Finland

4. Ossiannilsson (2012) Students Attitudes to
Distance Education at Lund University, SE
2000 Quality in
netbased learning
2003 BM ESMU
2006 Sustainable
education
2008 Netbased
education and
internationalisation
2008-2011 3 BM
2010 NAHE

5. Distance studies are increasing in Sweden
One tenth to now
nearly one third of
all university
students in the
country over the
last ten years.

6. Distance Learning in Higher Education in
Sweden (SCB, 2012)
Document the distance
students' attitudes towards
distance education at university
and to get their views on how
the programme worked for them
The aims of the students of
taking distance education
The reasons why the students
were studying at a distance
The students’ perception of the
quality of distance education
by Stephanie Lowman

7. Thematic issues Statistic Sweden 2012
Registration on course and degree of activity
Completion of the course and reasons if this was not the case
Reasons for seeking distance learning
Effectiveness
Satisfaction dimensions
If the course required physical meetings
Learning platform
If learning centers were used (physical meeting places)
Cooperation between students
Teachers’ availability
Employment and study funding
Other comments

8. What´s in it for me?

9. Aim for Lund University
To learn from the results and the students'
responses about how they evaluated their
experiences of distance studying at
Lund University.
Taking part in this investigation
was part of the quality
assurance programme at
the University.

10. Population nationally and at LU
17 000 students on distance courses in
autumn 2010 at Swedish universities
The response rate was 49 percent.
Campus students 4 000 people who were
registered on one or more campus-based
courses in higher education in the country
during the autumn term 2010. The
response rate for this group was 47
percent.
800 students on distance courses in
autumn 2010 at Lund University.
Response rate almost 50 %

11. Why students are on DE
Interest in the subject is
the main reason for the
choice of the distance
courses
The majority stated that
they never intended to
take credits or to
complete the distance
learning course
Distance learning is
usually a sideline
Distance students have
usually previously
studied at universities
It is more common to study fully
online courses
Programme students at a
distance are diligent learning
centre visitors
Working while studying is most
common reason for choosing
distance learning
The majority of distance
learners are women

12. Reasons for studying at distance at LU
Student’s interest in the subject
/ course content (70 percent)
To train for a profession /
degree (22 percent)
To increase the chances of
getting work / other work (20
percent)
Training in their current work (18
percent)

13. Main results for students at LU (1)
Motivation and creation of incentives to complete the
course required
The interest in the subject was the crucial motivation for
choosing the distance learning course
It suited the student’s life situation
There was a high degree of satisfaction and effectivenes
There was little cooperation and interaction on the course
among fellow students on the course
Proficiency training in critical thinking and problem solving
were highly ranked
Students expressed dissatisfaction on study social support
and influence

14. Main results for students at LU (2)
Half of the students completed and finished the current
course
Most of the students never intended to pursue the course
More flexibility, transparency and attendance of teachers
was desirable
Educational, technical and administrative development,
innovation and skills are desirable
The most common reasons for non-completion were
focusing on work or other courses as well as the distance
course
There was relatively little difference between the faculties
Low exploitation of learning centres

15. Distance learners stated
critical thinking
and problem-solving
characteristics captured
largely by the education.
These abilities are not
stressed at all for campus
students.

16. Dissatisfactions
Low level of cooperation and
collaboration
No satisfaction
on study social
issues

17. Quality
Teachers' availability, presence,
and to utilise the network's full
potential, are listed as hallmarks
of quality and degree of
satisfaction in distance
education and learning.
cc by stijnbern
Course design and
examinations, as well as
transparency and flexibility in
the course, are likewise
particular satisfaction indicators.

18. Personalization…
…take the individuals
perspective on course design,
delivery, learning mode,
assessment etc….

19. Ossiannilsson E & Landgren L (2011). Essential areas that
benchmarking e-learning ought to cover. Reprinted with permission
from Wiley-Blackwell.

20. Distance education in Sweden, a study
by NAHE 2010
Lifelong learning
Widening recruitment
Low completion rate
No single definiton
Extensive need for
pedagoical
development
Potentials to expand
internationally

21. Completion rate (Nordström 2012)
Exams and
communication
If the course is offering
regularly
Teamwork
Study guideline
Recordings for
repetition
Personalisation
Level of presence

22. :
The results showed the need for
methodological development
Quality work; development, implementation,
and evaluation
Critical quality areas/indicators/processes for
distance
Pedagogy and didactics
The use of digitalisation potentials
Organisation and infrastructure

23. Preparing students for jobs which
doesn´t even exists today

24. Reflections
It is debatable whether this type of training has a different
values compared to that of on-campus undergraduate
programmes and can be attributed to the university's
responsibility for engaging with wider society and providing
training in the form of education, non-formal education and
lifelong learning. Conclusions from the Statistics Sweden
study show that many students would never have studied at
universities if they had not been able to study at a distance,
i.e. moving to a new city to study on campus would have
been impossible for many. Many of them would have
instead turned to unskilled jobs

25. Caring is sharing, sharing is caring
Footprints
W:www.lu.se/ced
E:Ebba.Ossiannilsson@ced.lu.se
FB:Ebba Ossiannilsson
T:@EbbaOssian
Phone: +4670995448
S:http://www.slideshare.net/Ebba
Ossiann
B:
http://e4qualityinnovationandlearn
ing.blogspot.se/