EJEL Volume 6 Issue 1
March 2008

Managing e-Learning: What are the Real Implications for Schools?

Helen Boulton
Nottingham Trent University, UK

e-Learning is very high on the school agenda in the UK: it is recognised that it can provide better support for the less able, engage students who do not respond well to traditional classroom learning, provide opportunity for accelerated learning for gifted and talented students, and develop independent learning skills through a personalised learning experience. This paper is concerned with the use of e-learning in secondary education. It is based on research that has taken place over a period of 2 years with students aged 14-16 (Key Stage 4) following an e-learning programme equivalent to General Certificate in Secondary Education level: one group studying on their own from home, a second group taking the same programme with the support of teachers in school. The findings indicate that overall the group supported by teachers throughout the programme were the highest satisfied. The reasons for this are discussed in this paper, and similarities correlated to research findings in the HE sector. The author acknowledges that while e-learning does have a place in the future curriculum of secondary schools in the UK, there needs to be an awareness that younger students of full-time compulsory school age, do need training in using e-learning materials and developing independent learning skills. The paper considers the current research in e-learning and identifies some of the challenges faced by students, the changing role of the learner, and the impact e-learning can have on students. The author argues that preparation needs to be carried out at the school level prior to introducing e-learning into the Key Stage 4 curriculum. It concludes by discussing the findings of the research which identifies a range of issues schools may want to consider, when embracing e-learning with students in this age range.

Keywords: e-learning, secondary, curriculum development, teaching, learning

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