Learner strategies using learning technologies in taught curriculum time

There appears to be little research evidence on learners’ experience of learning with technology in taught curriculum time, how learners are engaged in learning with technology in this learning context, the learning strategies they use and associated learning outcomes.
By focussing on learning with technology in taught sessions and the strategies that learners use in this context, the present study aimed to investigate an important dimension of the concept of e-learning, which is often not associated with taught curriculum time, but more with independent self-directed study time (SDST).
The focus of the project would seem to be of interest at the present time of substantial investment across the educational sectors in technological provision and capability for computer access, Virtual Learning Environments (VLEs) and online communication and information systems.
In order to meet the continuing challenge of delivering greater educational value from technology and realising significant benefits for learners (Crowne, 2007) the project aimed to identify learners’ strategies when using technology as a cognitive tool in taught curriculum sessions. The intention was that the findings would inform how we can develop more effective learning strategies using technology in taught sessions.
It was considered important to identify the continuities and discontinuities that currently occur between the Secondary school, FE and HE sectors in students’ learning with technology in taught curriculum time. Findings would inform support for increased learner engagement with technology in the three educational sectors and would sustain improvement in learner capability as students transfer from Secondary school to FE and into HE on their educational journey.