Abstract:

The introduction of technology enhanced learning (TEL) alters the use of both teachers’ and learners’ time (Laurillard, 2007) and yet the role of time is rarely highlighted in educational research into e-learning (Thorpe, 2006). This is surprising given that the literature concerning the use of technology in online learning is replete with references to time in the form of synchronous and asynchronous interaction. The proposed paper will outline methodologies and research methods employed for a study into the temporal experiences of e-learners that explored the temporal experiences of online learners. It provides details of a pilot study using multiple methods of data collection to provide a rich picture of the experience of e-learners in relation to temporal flexibility. Taking a narrative approach it discusses the methods employed to collect and analyse data from a variety of sources including a survey into time preferences, time tracking data as well as data from online discussion boards, learners’ assignments and interviews conducted using a web based conference tool. It highlights that the issue of time is still missing from many studies and suggests that temporal aspects are brought to the fore into research related to the use of digital technologies. By providing a temporal lens on the use of digital technologies, the research findings highlight the need to surface time preferences and to consider the temporal culture of e-learning programmes.

References:
Laurillard, D. (2007). Technology, pedagogy and education: Concluding comments. Technology, Pedagogy and Education, 16, 357–360
Thorpe, M. (2006) The Issue of Time in eLearning, EDEN Annual Conference. Available at www.eden-online.org/contents/conferences/annual/Vienna/Keynotes_on_the_web/Thorpe.doc accessed on 12th October 2012

Keywords:

Temporal, online learning, e-learning.