TUC Education Online - the Learner's Perspective

“Online learning is ideal for many people who need the skills for participating effectively in their union.”

Quote from learner survey

Published June 2008 unionlearn Trades Union Congress Congress House Great Russell Street London WC1B 3LS t: 020 7079 6920 f: 020 7079 6921 www.unionlearn.org.uk Designed by

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TUC Education Online

The learners’ perspective

Unionlearn is the TUC organisation that supports union-led strategies for learning and skills. It helps unions open up learning and skills opportunities for their members and develop and deliver trade union education for their representatives and officers. www.unionlearn.org.uk/tued

04 foreword

TUC Education, now part of unionlearn, offers an extensive programme of trade union education for union reps and officers, working in partnership with more than 70 colleges of further education across the UK. With an unrivalled reputation for quality and innovation, the programme trains more than 50,000 union reps each year, bringing benefits to workers and employers and helping raise national levels of learning and skills.

07 our online learners

Acknowledgements The survey and this report detailing its findings were prepared for TUC Education by Brian Corrigan, Head of TU Education, Stow College, Glasgow and Dr Steven Love, Brunel University.

For the terms of the survey see page 6.

12 tutor perspectives

Special thanks to all the TUC tutors, colleagues and learners who responded to the survey or who were interviewed.

05 introduction 06 the survey

08 learner stories 10 why choose online learning?

11 learner experience

13 improving online learning 14 conclusion 15 recommendations

foreword

introduction

TUC Education is key to building effective workplace organisation, and has an unrivalled reputation for meeting the ever-changing needs of union reps and professionals in today’s world of work. Classroom provision has been available since the 1970s and has received a good deal of positive feedback from reps, unions, professional organisations, evaluators and inspection agencies. It has also benefitted from regular consultation, formal and informal, with reps and their unions over the years.

Unionlearn with TUC Education is at the forefront of developing innovative approaches to education and training. Its aim is to build workplace organisation through building the skills, attitudes and knowledge of union reps and professionals. TUC Education is committed to providing a high quality programme of online union representatives’ courses suitable for reps who require an accessible and flexible approach to training.

The prospect of building an online service which offers the same quality, collectivity and curriculum, but with the flexibility to work in a virtual classroom is an exciting one and much has been achieved since the 2003 strategy was developed and rolled out. Central to the vision has been the commitment to making the online service a service of first choice, not a second best alternative in areas where no classroom provision is available.

“Although I enjoy classroom-based courses, I liked the idea of studying at my own pace, in my own time, at home or work.”

The time was right for a survey of student experience of learning online with TUC Education.

More than 226,000 union reps have taken a course with us and the majority of the courses we offer in the classroom are now available online. The survey results we describe here paint a picture of who our learners are and what they want. It shows how far we’ve come since the first online courses were offered in 2000. Learner satisfaction is at very high levels, with 81 per cent saying they had enjoyed their online learning experience, 89 per cent saying they would be happy to enrol for another online course and 87 per cent happy to recommend the courses to other reps.

The respondents to the survey have also given us an agenda. They would like to see quicker responses to course applications, more courses available and they would like us to take another look at the pace of courses and the underpinning methodology. We will also be looking at new and developing technologies to make sure we make the best and most efficient use of them.

This report is the first time online learners have had their say about our offer to them.

We are grateful to Brian Corrigan and Steve Love, who carried out the research for us; to Seb Schmoller, who developed the strategy document and who continues to help and advise; to the TUC tutors, who work so hard to ensure that reps get the best service; and to all the reps who took part in the survey and whose case studies enliven the statistics throughout.

The online courses allow union reps to network with other reps and study for nationally recognised qualifications that enhance their effectiveness in the workplace and within their unions.

TUC Education online All online courses are delivered using a web-based learning environment. Activities take place using an online discussion board. Learners log on whenever it is convenient for them to do so.

Courses are designed to replicate, in an online environment, the collective approach to learning that takes place in the trade union education classroom. Learners participate in discussions, workplace tasks and individual project work. Discussion forums and bulletin boards shared by tutors and students are the main vehicle for co-operative and collaborative learning. In order to keep a record of their work students submit an achievement file. Within the forums, learners receive support from tutors specially qualified in online delivery.

Liz Smith Director, unionlearn

4 TUC Education Online

5 The learners’ perspective

the survey This research project set out to capture trade union representatives’ experience of TUC online courses and to explore ways in which TUC Education’s online offer could be improved.

To capture the experience of students learning online, 1,140 students who applied for TUC online courses during 2006-2007 were contacted and asked to complete a questionnaire. Of the initial 1,140 learners targeted, 260 responded. This paper is based on the responses received from these 260 participants.

Online learners by union Amicus

14%

Prospect

6%

BECTU

3%

RMT

3%

CWU

1%

UCU

6%

FBU

3%

UNISON

25%

GMB

8%

TGWU

10%

PCS

12%

USDAW

2%

Others

8%

6 TUC Education Online

our online learners In addition, a series of open-ended interviews were conducted with a number of online learners in order to explore issues in more depth and to provide students with the opportunity to give additional feedback about their experiences of online learning.

The research looked at age range, gender and ethnicity. The respondents were also asked to give details of their employment, including size of employer and employment sector. Finally, they were asked which TUC region they lived in and to which union they belong.

The survey focused on four main themes: The online learners: what makes a typical online learner? Are online learners different to reps that attend classroom-based courses?

The research revealed the following: The age range of reps undertaking online courses is predominantly 35 plus.

Reasons for choosing online: why do reps choose online over more traditional modes of delivery? Are learners choosing online because it is more convenient, or are barriers to accessing classroom training the main motivating factors?

The online experience: was the rep’s experience of online learning a positive one? How does the standard of online work compare with that of the classroom? Are online courses and the method of delivery effective forms of learning?

The gender breakdown of online learners is similar to that found in traditional classroombased learning. Online learners were 62 per cent male and 38 per cent female.

The ethnicity of participants was again similar to that seen in the classroom. White Europeans comprised 87 per cent of respondents. Learners came from all TUC regions.

Online learners by TUC region Midlands

18%

South West

7%

Northern

8%

Wales

5%

Northern Ireland

2%

Yorkshire 10% & the Humber

North West

16%

Scotland

10%

Southern and Eastern

24%

The range of occupations from the survey indicated a broad spectrum of employees, from unskilled/manual workers to highly skilled employees. Most respondents came from larger workplaces.

Size of employer by number of employees 21%

Less than 50

Improvements to online learning: what developments can be made to improve the delivery of TUC Education’s online programme?

Do learners have any preferences for other modes of online delivery?

Less than 250 More than 250

7 The learners’ perspective

61% 18%

learner stories

Robbie Taylor Full-time UNISON rep at the University of Cumbria Robbie recently completed the TUC Health and Safety Stage 1 course online. “Online learning with TUC Education has been a really good experience for me,” she says. “In the first instance, I could choose when to do the course and fit it in around my other commitments.

It means I can make the best use of my time.

When travelling to a face-to-face course the time it takes to get there is always an issue.

With online learning you can participate in the course as soon as you switch on your PC.” Robbie had previously completed two TUC courses and a number of UNISON classroombased courses, but a big attraction of the online approach to learning has been the added convenience and flexibility.

There has also been the added bonus of meeting other learners online. “The course I took part in had members from all walks of life and from all over the UK. You can meet others online when it is convenient for you to talk over issues and complete collaborative work.

8 TUC Education Online

“I don’t have to compromise my family or free time and often women have family responsibilities which prevent us doing face-to-face courses. I can fit online courses into my daily life without having to take time out from everything else.”

You never feel as though you are working in isolation.” Robbie’s overall experience of online learning has been positive. “The health and safety course didn’t feel like learning in isolation and the tutors pointed out further information and resources at every opportunity. All in all, it has been a more constructive way of learning for me than many classroom-based courses.”

Since completing the Health and Safety online course, Robbie has started TUC Education’s Union Learning Reps course online.

DH GMB Branch President, Hull Energy and Utilities Branch

DK Unite – Amicus Section Branch Secretary and Deputy Convenor, Leamington Spa.

DH completed a number of classroom-based courses. Recently she has used the online option to complete a number of online courses including Work/Life Balance and TUC Health and Safety Stage 1.

DK successfully completed a number of classroom-based courses with Amicus and the TUC including Stage 1 and short courses on employment law. He has recently completed the TUC Health and Safety Stage 1 online through East Riding College.

“Classroom-based courses can create problems with the need for regular dedicated time. The difficulty comes with managing work, social and family life when courses are at fixed times. Online learning provides me with greater flexibility and the chance to work around work commitments.

“What I like about online learning is being able to work at my own pace within a structured course. However, you need to be self-motivated and of course interested in the topic.

Before beginning the course DK completed the Getting Ready for E-Learning (GREL) course which he found very useful. “GREL was a big help. It showed me how to navigate and was very user-friendly.

“The TUC Health and Safety Stage 1 course was structured around group work. I really learned a lot from other reps on the course.

I could empathise with the problems they faced. This meant that throughout the course I did not feel isolated at all.

“The role of the tutor is vital. My tutor prompted me on a weekly basis which is extremely useful and when there were slight technical issues on the course they were dealt with by the tutor.

“I chose online not because I have release problems but because I need to be sensible about how much time off I take off on union duties and activities.

I want to do the online Tackling Racism course. I see this as additional learning and I don’t want to abuse the system.

“The use of discussion forums is very good. It can provide you with an insight into the issues of others on the course and how these problems can be tackled.”

“Online learning is excellent. It is nothing to be scared of. As long as reps are motivated, it is great.

Sometimes in a classroom you can just sit back and let others do the work. This course pushed me a lot and that’s how you learn.”

9 The learners’ perspective

why choose online learning?

A better understanding of the reasons why union reps choose to learn online will allow TUC Education to develop its programme and to improve its offer.

Students gave a wide variety of reasons for undertaking online courses. Of the 260 respondents, 239 answers were given to the question “What were your reasons for choosing online?” Flexibility was the most frequent response given. In total 96 students mentioned convenience and flexibility as their reason for choosing online.

Thirty-six learners discussed specific aspects of flexibility as important considerations when choosing online courses.

Non-work commitments Seventeen learners identified home and family issues as their overriding reason for choosing online, nine students considered travel issues to be an important factor, with ten learners stating that the pace of an online course as opposed to classroom courses was a major factor for choosing an online course.

“I attended a learning reps course in London last year: car to station, two hours by train, plus underground, plus short walk each end of the day. An online course is much more time-effective.” Quote from learner survey “Because I could do the course at my own pace, and also in my own surroundings without the hassle associated with trying to get into city centre, traffic, parking, carrying a thick portfolio and textbooks etc.” Quote from learner survey Paid release Another major reason given by reps for choosing online courses was the inability to secure time off arrangements for training, even though the same time-off rules apply to an online course as to classroom learning: “The law says trade union reps are entitled to reasonable paid time off for

10 TUC Education Online

education and training. This also applies to online courses, whether learning takes place away from work or in work, in your home, at a workstation or in a learning centre.”

Online Learning with TUC Education – A Course Guide, 2007.

“Although I don’t have a problem getting release I do have a problem with workload redistribution” Quote from learner survey Forty-nine learners encountered time off problems with their employer, with many reps stating they had a direct refusal by the employer to grant paid release.

Classroom access A further reason stated was that they were unable to access a classroom course. Low demand, particularly for specialist short courses, makes recruiting a viable number for a classroom course difficult. Nationally offered online courses provide a solution to the problem of low classroom take up, transforming the possibilities for courses such as Tackling Racism, which now run online with applicants from across the country.

learner experience The research shows that overall students’ experience of online learning was a positive one.

Eighty-one per cent agreed or strongly agreed that they had enjoyed their online learning experience with 89 per cent of students stating they would be happy to enrol for another online course. In addition, 87 per cent stated that they would be happy to encourage others to enrol for an online course.

The feedback suggests students are satisfied with the quality of the resources presented to them online and with the ease of course access.

Students identified their own skills development as a major achievement of their online course, with 95 per cent feeling that the course had developed their skills in the subject area.

Online tutors identified skills development in problem solving, report writing, research skills, communication and improved IT skills from using the online environment.

Satisfaction Key to successful online learning is to overcome obstacles such as the feeling of isolation, lack of learner motivation and technical problems.

Specific questions were aimed at finding out learners’ attitudes towards the collaborative and co-operative learning aspects of the online learning experience that underpin the TUC approach to collective learning.

The results indicate that students benefited from the collaborative and co-operative learning approach, with 83 per cent agreeing or strongly agreeing that they had learned a lot from online group discussions.

“The standard of work online is often superior to classroom-based course work.” TUC tutor

The research showed a high student satisfaction level with both tutor and student support on online courses. Students felt they benefited from the social support provided by both their fellow students and course tutors. Nearly 90 per cent were satisfied with the support they received from their course tutor with 74 per cent stating they also received support from their fellow students.

Shift patterns Reps’ shift patterns not fitting in with classroom timetables was another reason given. The data does not provide information on work patterns of online course applicants, although earlier surveys suggested as much as a quarter of applicants are shift workers.

This success is not only reflected in tutor attitudes, or the numbers of learners on courses but in the views of online learners themselves. The findings of the student survey show that the majority of online learners are impressed with the TUC’s online programme, with 86 per cent responding that the course was organised in a way that suited them.

Motivation Motivation for the majority is not a problem.

However, for a minority this is a factor. In relation to motivation 95 responses were given to the statement “I do not need to motivate myself to use this online environment”. Sixty-five per cent either agreed or strongly agreed with this statement.

Preference Finally, 7.5 per cent of respondents expressed a preference for this form of learning over classroom-based courses.

“The course far exceeded my expectations, I learnt more than in a classroom.”

Technical support Of the respondents that completed their course, only nine had technical problems. Technical support during the course was provided in the main by the tutors themselves (68 per cent).

Others received technical support from their work or family. Many felt they had sufficient knowledge to deal with their own technical problems.

Quote from learner survey

“I have used distance and online learning for many years; I find it a very good way of learning because it allows flexibility to the student.”

Quote from learner survey

11 The learners’ perspective

tutor perspectives TUC tutors have a first class reputation for the work they do – an earlier research report described them as “monuments to professionalism”1. TUC Education has a strong commitment to tutor development and support, and all tutors working online have completed Learning to Teach Online (LeTTOL) with The Sheffield College. Face-to-face regional and national briefings are organised and delivered and the online community for TUC tutors, www.tuctutors.org.uk provides further support.

Online courses are now delivered by a group of trained TUC tutors through a small number of institutions, with moderation and accreditation for online learners integrated into the existing moderation systems. Tutors see online teaching as enhancing their professional development and skills.

clearly sees that this form of learning meets real needs and tackles real problems in the trade union movement. It is similar to the shift in perceptions in the 1970s where tutors were won over to the concepts of small group work and reporting back rather than lecturing.”

Seb Schmoller, TUC Strategy Group.

“Where initially I thought that online courses were only really for reps living in areas where there was no access to TUC Education, I have been surprised at the reasons reps choose online. Whether that be location, shift pattern, the flexibility online offers, family commitments, etc. I recognise that online is a valuable addition to the TUC Education programme”.

Quote from TUC tutor 1

“The main success has been in changing the perception of course providers. There has been a shift from the old perception that online learning is second best to one that

Capizzi E, National Institute of Adult Continuing Education (NIACE) Learning that Works – Accrediting the TUC Programme

improving online learning Learners were asked to make recommendations and suggestions for improvements to the online courses and their delivery.

The majority of online learners identified the application process as an area in need of improvement.

In addition, students who had completed a course were asked to suggest one thing they would improve about the online learning courses themselves. Of the 63 comments returned 24 related to learning style or related issues.

Suggested changes to teaching and learning approaches included shorter courses, courses with smaller numbers and more individually paced activities: some felt it was too slow while others felt it was too fast. Increased use of discussion forums was recommended.

8

An important issue raised by students and echoed by tutors is that of group work. Group work is central to TUC courses because collective working is central to trade union practice in the workplace and in the wider democracy of the movement. It has always been a tenet of course development that the subject studied is reinforced by the way it is studied. The challenge is to ensure that this happens equally well in online courses.

For online learners some of the key frustrations were related to problems with group work. These include waiting for others in the group to respond or post reports within agreed timetables. This can lead to difficulties relating to the pace of the activity, the timescales to be achieved and the overall time allocated for course completion.

Six students suggested improvements in layout and ease of access. The remainder (five) suggested more use of additional technology, e.g. more use of web cameras or podcasts.

6

Student suggestions for improvements to courses 4 2 0

12 TUC Education Online

improve the pace of the course

more group activities

13 The learners’ perspective

more time for group work

more discussion forums

more real time chats

less group work

ensure no drop out

conclusion For union reps, online learning has proved to be a positive learning experience and TUC Education’s online programme has clearly established itself as a genuine alternative to classroom-based courses. Demand for online learning is strong and the flexibility and convenience that this form of learning offers is a huge positive for trade union reps.

“A good experience and an enjoyable way to learn.”

Quote from learner survey

recommendations Students themselves (85 per cent) clearly feel that knowledge and skills development is very strong, with 95 per cent stating that the online courses have developed their proficiency as union reps and increased their effectiveness in the workplace.

The survey shows that attitudes towards the concept of online learning have changed markedly and in a positive way. Reps value the benefit of an accessible and convenient offer with high quality course materials and effective technical and social support from tutors and fellow learners when needed. In addition, learners responded favourably to the learning platform used by TUC Education. Tutors now also see online teaching as complementary to their work in the classroom.

The survey has highlighted areas for improvement.

Over the next two years TUC Education will: increase the range of online courses available to reps investigate more interactive and stimulating course material to enhance the user experience – developments in Web 2.0 technology including social networking tools and web-hosted video make this possible centralise and improve the application process and improve communication with applicants to manage expectations consult on and implement refinements to course methodology, including blended learning.

Preferred ways of learning 23%

classroom online

58%

mixture of both

19%

For more information on TUC Education Online, or a copy of the full report on which this summary is based, see www.unionlearn.org.uk/online or contact TUC Online Learning Officer Craig Hawkins chawkins@tuc.org.uk

14 TUC Education Online

15 The learners’ perspective