Department for Innovation, Universities and Skills

1A: How to achieve success in learner achievement

Learner achievement through e-learning is judged in the same way as other types of learning – it’s just the context that might be different. When self-assessing provision, it’s worth remembering that e-learning is a process, not an outcome.

There are three factors in e-learning that help measure achievement:

individual learning plans (ILPs)
data collection
appropriately trained teachers.

Individual learning plans

Successful providers recognise three stages that prepare for drawing up the ILP. These are approved screening, assessment and diagnostic processes. Screening shows the likelihood that someone has a basic skills need. Initial assessment identifies the required skills and levels to give a starting point for the ILP. Diagnostic assessment helps provide a detailed learner profile against the national standards and curriculum, and will preferably include information on preferred learning styles. The assessment is the starting point for a learning journey that will include suggestions for learning and appropriate courses aimed at giving learners confidence in their ability to improve their skills.

Assessment tools can be paper based or electronic or a mixture of both. Providers offering online assessment should obtain and adhere to the British Standard Code of Practice for the use of IT in performing assessments (BS 7988:2002).

Those organisations that offer the national tests in literacy and numeracy say that candidate reaction to online assessments is very favourable. However, it is essential for learners to have acquired confidence in using IT before sitting online assessments.

An interview is often the best way of assessing and agreeing individual learner needs. The outcome of the interview is an ILP that can be updated as the learner progresses, and that provides opportunities for the learner to self-assess their progress. In the following example, Jeanette, a mum with small children, is currently unemployed. Jeanette contacted learndirect when she decided she wanted to improve her numeracy skills for long-term job purposes. The outcome of the interview was a record of interview, summary learning plan, learner record and diagnostic progress record.

It is important that in drawing up the ILP, appropriate e-learning opportunities are identified. These may be through learndirect programmes, in UK online centres or in blended learning situations where e-learning is part of what is happening in the classroom or resource centre.

Good ILPs in an e-learning context should:

identify how e-learning will be used to help achieve the learner’s goals and ambitions
contain the outcomes of the screening, initial assessment and diagnostic processes
include where possible a diagnostic assessment of the learner’s preferred learning styles, linked to e-learning opportunities
have SMART learning goals that include e-learning
identify the skills and knowledge needed to meet these objectives, referenced to the national curricula including ICT skills
identify e-learning methods and resources
provide a timescale for review
record achievement and progression.

learndirect has produced the following statement regarding learning goals for its centre staff:

... a specific, measurable, achievable, realistic, timebound (SMART) statement which a learner makes when enrolling on a course, which has been approved by their tutor and recorded on the learndirect learning support environment. This is how a learner will recognise whether the learning they have acquired on a course meets their specific learning requirements. If the course is designated by Ufi as being linked to a qualification, the personal learning goal will include achieving the relevant units of that qualification. Achievement of the personal learning goal(s) for each course is recorded in the learning support environment. Tutors require evidence from the learner to confirm that a personal learning goal has been achieved. If the learner completes the course they receive a statement of completion.

Data collection

The creation of reliable data collection systems (paper based or electronic) is vital so that information about e-learning can be collected, stored and used to measure progress, achievement and accreditation outcomes.

Some organisations such as the Ufi already have systems for collecting learner data electronically. However if an organisation is going to collect information electronically, then they must be registered with the Data Protection Act 1998. They must also ensure total confidentiality of information about the learner and ensure that any system adopted is not accessible by unauthorised personnel.

Appropriately trained teachers

Effective e-learning needs teachers with appropriate training who understand e-learning and know how to use it in a variety of contexts, such as a learning centre, a virtual learning environment, a workshop, at home or in the classroom. Such teachers have a crucial role to play in monitoring attendance and progress in what can often be a very fluid situation.

Whatever the context for e-learning, whether it is learndirect or in a classroom as part of a blended approach, the following process or learning journey, recommended by the Skills for Life Strategy Unit should be adhered to:

Step 1: Signposting and referral (indicates an aspiration)
Step 2: Screening (indicates a general need)
Step 3: Initial assessment using an online assessment tool if appropriate
Step 4: Diagnostic assessment using an online diagnostic tool if appropriate
Step 5: Individual learning plan drawn up with a teacher to include e-learning
Step 6: Learning materials (to include e-learning resources and opportunities)
Step 7: Formative assessment including electronic tests and quizzes to check skills
Step 8: Summative assessment (the national tests, possibly online).

Forward to 1B: What is ‘success’ in learner achievement?