Learning needs analysis of collaborative e-classes in semi-formal settings: The REVIT example

Analysis, the first phase of the typical instructional design process, is often downplayed. This paper focuses on the analysis concerning a series of e-courses for collaborative adult education in semi-formal settings by reporting and generalizing results from the REVIT project. REVIT, an EU-funded...

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Autores principales:	Anna Mavroudi, Thanasis Hadzilacos
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2013
Materias:	open learning e-learning Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/e3bbf5a892c943d98076e54726b1dc7a
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spelling	oai:doaj.org-article:e3bbf5a892c943d98076e54726b1dc7a2021-12-02T19:20:43ZLearning needs analysis of collaborative e-classes in semi-formal settings: The REVIT example10.19173/irrodl.v14i5.15441492-3831https://doaj.org/article/e3bbf5a892c943d98076e54726b1dc7a2013-12-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/1544https://doaj.org/toc/1492-3831 Analysis, the first phase of the typical instructional design process, is often downplayed. This paper focuses on the analysis concerning a series of e-courses for collaborative adult education in semi-formal settings by reporting and generalizing results from the REVIT project. REVIT, an EU-funded research project, offered custom e-courses to learners in several remote European areas and received a ‘best practice’ distinction in social inclusion. These e-courses were designed and developed for the purpose of providing training in aspects of the learners’ professional domains related to the utilization of information and communication technologies. The main challenge was to prove that it is possible and economically feasible to provide meaningful training opportunities via distance education, by utilizing existing infrastructure (“revitalizing schools”) and by making use of modern digital technology affordances coupled with suitable distance learning techniques and Web 2.0 tools. ADDIE, the generic instructional systems design model, enhanced with a rapid prototyping phase, was put forth in order to allow stakeholders to interact with a prototypical e-course, which served as an introductory lesson and as a reference point, since its evaluation informed the design choices of all subsequent e-courses. The learning needs approach adopted in REVIT combined learner analysis, context analysis, and needs analysis into a coherent analysis framework in which several methods (observation, estimation, document analysis, survey, and dialogue) were exploited. Putting emphasis on the analysis phase and decoupling the design from the delivery of the e-courses facilitated adaptation and localization. Adaptation and localization issues concerning the adoption of the REVIT distance learning framework, taking into account the socio-cultural and pedagogical context, are discussed. A central result reported is that the analysis phase was crucial for the success of the whole endeavour and that carrying it out properly is not straightforward or easy. The analysis framework presented in this paper could be useful in other similar e-learning situations whose “educational-identity” also involves distance and adult learning in a semi-formal setting. Anna MavroudiThanasis HadzilacosAthabasca University Pressarticleopen learninge-learningSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 14, Iss 5 (2013)
institution	DOAJ
collection	DOAJ
language	EN
topic	open learning e-learning Special aspects of education LC8-6691
spellingShingle	open learning e-learning Special aspects of education LC8-6691 Anna Mavroudi Thanasis Hadzilacos Learning needs analysis of collaborative e-classes in semi-formal settings: The REVIT example
description	Analysis, the first phase of the typical instructional design process, is often downplayed. This paper focuses on the analysis concerning a series of e-courses for collaborative adult education in semi-formal settings by reporting and generalizing results from the REVIT project. REVIT, an EU-funded research project, offered custom e-courses to learners in several remote European areas and received a ‘best practice’ distinction in social inclusion. These e-courses were designed and developed for the purpose of providing training in aspects of the learners’ professional domains related to the utilization of information and communication technologies. The main challenge was to prove that it is possible and economically feasible to provide meaningful training opportunities via distance education, by utilizing existing infrastructure (“revitalizing schools”) and by making use of modern digital technology affordances coupled with suitable distance learning techniques and Web 2.0 tools. ADDIE, the generic instructional systems design model, enhanced with a rapid prototyping phase, was put forth in order to allow stakeholders to interact with a prototypical e-course, which served as an introductory lesson and as a reference point, since its evaluation informed the design choices of all subsequent e-courses. The learning needs approach adopted in REVIT combined learner analysis, context analysis, and needs analysis into a coherent analysis framework in which several methods (observation, estimation, document analysis, survey, and dialogue) were exploited. Putting emphasis on the analysis phase and decoupling the design from the delivery of the e-courses facilitated adaptation and localization. Adaptation and localization issues concerning the adoption of the REVIT distance learning framework, taking into account the socio-cultural and pedagogical context, are discussed. A central result reported is that the analysis phase was crucial for the success of the whole endeavour and that carrying it out properly is not straightforward or easy. The analysis framework presented in this paper could be useful in other similar e-learning situations whose “educational-identity” also involves distance and adult learning in a semi-formal setting.
format	article
author	Anna Mavroudi Thanasis Hadzilacos
author_facet	Anna Mavroudi Thanasis Hadzilacos
author_sort	Anna Mavroudi
title	Learning needs analysis of collaborative e-classes in semi-formal settings: The REVIT example
title_short	Learning needs analysis of collaborative e-classes in semi-formal settings: The REVIT example
title_full	Learning needs analysis of collaborative e-classes in semi-formal settings: The REVIT example
title_fullStr	Learning needs analysis of collaborative e-classes in semi-formal settings: The REVIT example
title_full_unstemmed	Learning needs analysis of collaborative e-classes in semi-formal settings: The REVIT example
title_sort	learning needs analysis of collaborative e-classes in semi-formal settings: the revit example
publisher	Athabasca University Press
publishDate	2013
url	https://doaj.org/article/e3bbf5a892c943d98076e54726b1dc7a
work_keys_str_mv	AT annamavroudi learningneedsanalysisofcollaborativeeclassesinsemiformalsettingstherevitexample AT thanasishadzilacos learningneedsanalysisofcollaborativeeclassesinsemiformalsettingstherevitexample
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Learning needs analysis of collaborative e-classes in semi-formal settings: The REVIT example

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