Network promoting e-learning for rural development e-Ruralnet WP2 E-learning supply and demand surveys
National report – Hungary
July 2011 Project Nr: 143418-LLP-12008-1-GR-KA3-KA3NW With the support of the Lifelong Learning Programme, Key Activity 3, ICT of the European Union
Gyır, July 2011
Prepared by: Hungarian Academy of Sciences Centre for Regioanl Studies West Hungarian Research Institute
For more information on E-ruralnet visit the website www.e-ruralnet.eu
This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project Nr: 143418-LLP-12008-1-GR-KA3-KA3NW With the support of the Lifelong Learning Programme, Key Activity 3, ICT of the European Union
Contents 1 INTRODUCTION .................................................................................................................... 7 2 E-LEARNING PROVIDER SURVEY ................................................................................... 7 2.1 FORMAL, NON-FORMAL AND INFORMAL VOCATIONAL TRAINING.............................................. 7 2.1.1 Continuing vocational education and training for adults in Hungary .............................. 9 2.2 SURVEY DESIGN .................................................................................................................. 13 2.2.1 Sample ............................................................................................................................. 13 2.2.2 Survey conduct................................................................................................................. 14 2.2.3 Questionnaire .................................................................................................................. 14 2.3 RESULTS ................................................................................................................................... 15 2.3.1 Statistical analysis: Presentation and discussion of findings: frequency analysis .......... 15 2.3.1.1 Provider institutional profile: type, size, training activity ........................................... 15 2.3.1.2 Provider e-learning specialization and market presence ............................................. 18 2.3.1.3 Provider market: rural orientation, client priorities, source of funding ....................... 19 2.3.1.4 Subjects offered and qualifications ............................................................................. 22 2.3.1.5 E-learning delivery methods, tools, pedagogies .......................................................... 23 2.3.1.6 E-learning provision: delivery mode, student participation, ICT requirements .......... 24 2.3.1.7 Problems, requirements for succes .............................................................................. 25 2.3.1.8 Provider perceptions of innovativeness....................................................................... 26 2.3.1.9 Opinion of training providers ...................................................................................... 27 2.3.2 Presentation and discussion of findings: cross tabulation analysis ................................ 27 2.3.2.1 Provider size ................................................................................................................ 28 2.3.2.2 Provider’s specialisation in e-learning ........................................................................ 31 2.3.2.3 Provider length of presence in the e-learning market .................................................. 33 2.3.2.4 Provider rural orientation ............................................................................................ 34 2.4 CONCLUSIONS ...................................................................................................................... 35 3 E-LEARNERS AND CONTROL GROUP SURVEYS ...................................................... 36 3.1 SURVEYS DESIGN ................................................................................................................ 36 3.1.1 Sample ............................................................................................................................. 36 3.1.2 Survey conduct................................................................................................................. 36 3.1.3 Questionnaire .................................................................................................................. 36 3.2 RESULTS................................................................................................................................. 37 3.2.1 Presentation and discussion of findings: frequency analysis .......................................... 37 3.2.1.1 Socio-economic profile of the e-learner and control groups ....................................... 37 3.2.1.2 Learning experience of the e-learner and control groups ............................................ 42 3.2.1.3 E-learning experience of the e-learner group .............................................................. 52 3.2.1.4 Constraints and motivation for participating in e-learning for e-learners and control group ... 57 3.2.2 Presentation and discussion of findings: cross tabulation analysis ................................ 61 3.2.2.1 Constraints................................................................................................................... 61 3.2.2.2 Views on e-learning: positive and negative aspects .................................................... 63 3.3 CONCLUSIONS ...................................................................................................................... 66 4 OVERALL CONCLUSIONS AND FUTURE PROSPECTS ............................................ 68 5 REFERENCES ....................................................................................................................... 71 6 ANNEXES ............................................................................................................................... 72 6.1 E-LEARNING PROVIDERS QUESTIONNAIRE .................................................................. 72 6.2 E-LEARNERS QUESTIONNAIRE......................................................................................... 82 6.3 CONTROL GROUP QUESTIONNAIRE ................................................................................ 93
List of tables 1. table The changing learning environment .................................................................. 9 2. table: Number and distribution of adult training programmes and participants completing the training by the type of training, 2008 ........................................................ 12 3. table: Number and distribution of adult training programmes and participants completing the training by the (delivery) form of training, 2008 ...................................... 12 4. table: Independence of providers ............................................................................. 16
List of figures 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39.
figure: The usage of e-learning by enterprises ......................................................... 13 figure: Types of training institutions ........................................................................ 15 figure: Number of teachers ....................................................................................... 16 figure: Number of e-learning students per provider over past 12 months (N=60) ... 17 figure: Number of woman e-learning students per provider over past 12 months (N=52) ...... 17 figure: Number of e-learning packages offered at present by the organisation (N=60) ......... 18 figure: Number of e-teachers (N=61) ....................................................................... 18 figure: Development of e-learning content (N=46).................................................. 19 figure: Target groups of training providers – individuals ........................................ 21 figure Target groups of training providers - organisations....................................... 21 figure Sources of e-learning provision funding (N=63) ........................................... 22 figure: Share of respondents offering subjects on different fields (%) .................... 23 figure: Percentage of respondents using different types of learning tools (%) ........ 23 figure: Rate of certifications given by the training providers (%) ........................... 25 figure: Rate of importance of different personal prerequisites for e-learning (%)... 25 figure: Factors for the sucessfull delivery (N=54) ................................................... 26 figure: Proportion of e-learning courses ................................................................... 28 figure: Providers presence in the market .................................................................. 29 figure: Development of e-learning content .............................................................. 29 figure: Sources of funding ........................................................................................ 30 figure: Provider’s reason for starting e-learning courses according to size of provider (N=57)..... 30 figure: Mode of e-learning delivery ......................................................................... 31 figure: Development of e-learning content .............................................................. 31 figure: Sources of funding ........................................................................................ 32 figure: Providers’ reason for starting e-learning ...................................................... 32 figure: Do you offer innovative e-learning courses ................................................. 33 figure: Do you offer innovative e-learning .............................................................. 33 figure: Rural orientation of providers ....................................................................... 34 figure: Providers’ reason for starting e-learning ...................................................... 34 figure: Gender .......................................................................................................... 37 figure: Age................................................................................................................ 38 figure: Education ...................................................................................................... 38 figure: Place of residence ......................................................................................... 39 figure: Place of residence using more population brackets ...................................... 39 figure: Place of work ................................................................................................ 40 figure: Place of work using more categories ............................................................ 40 figure: Employment status ....................................................................................... 41 figure: Current work in the public or private sector ................................................. 42 figure: Economic sector of current work.................................................................. 42
40. figure: Skills improvement aims .............................................................................. 43 41. figure: Reasons for selecting the course ................................................................... 44 42. figure: Means for finding the course ........................................................................ 45 43. figure: Duration of the course .................................................................................. 46 44. figure: Completion time of the c .............................................................................. 46 45. figure: Source of funding ......................................................................................... 47 46. figure: Opinion on the cost of the course ................................................................. 47 47. figure: Do you use now the knowledge that you received from the last elearning/conventional course you attended? ...................................................................... 48 48. figure: Benefits of the course ................................................................................... 49 49. figure: Reasons for not participatin in continuing vocational education.................. 50 50. figure: Interest in future training .............................................................................. 50 51. figure: Methods used for searching .......................................................................... 51 52. figure: Skills that you would like to train for (N=29) .............................................. 51 53. figure: Level of trainee IT skills ............................................................................... 52 54. figure: Need for broadband connetion...................................................................... 52 55. figure: Mode of learning delivery ............................................................................ 53 56. figure: Learning delivery methods (N=474) ............................................................ 54 57. figure: E-learning tools (N=474) .............................................................................. 54 58. figure: Pedagogical methods (N=474) ..................................................................... 55 59. figure: Were the methods easy to use? (N=474) ...................................................... 55 60. figure:Were the methods and tools innovative? (N=474) ........................................ 56 61. figure: Covered learning needs ................................................................................ 56 62. figure: Improvement needs (N=474) ........................................................................ 56 63. figure: E-learners’ constraints faced getting the maximum benefit (N=474) .......... 57 64. figure: E-learners’ constraints, detailed answers ...................................................... 58 65. figure: Control group constraints ............................................................................. 58 66. figure: Views on e-learning ...................................................................................... 59 67. figure: Importance of e-learning for rural areas ....................................................... 60 68. figure: Will you be interested in participating (again) in e-learning ........................ 61 69. figure: No constraints according to socio-economic variables ................................ 62 70. figure: “Not having enough time” variable .............................................................. 62 71. figure: Control group constraint: IT illiteracy is widespread (N=186) .................... 63 72. figure: Views on e-learning, pace of learning (N=429) ........................................... 64 73. figure: Views on e-learning, motivation (N=212) .................................................... 64 74. figure: Views on e-learning, fun with learning computer ........................................ 65 75. figure: Views on e-learning: e-learning is difficult (N=84) ..................................... 65
Introduction This report is produced as a part of the E-ruralnet project which is an European network project co-financed by the European Comission in the context of the Life-long Learning Programme Transversal Project ICT. It addresses e-learning as a means for enhancing lifelong learning opportunities in rural areas with emphasis on SMEs, micro-enterprises, self-employed and persons seeking-employment. Our Institute (HAS CRS WHRI) participates in implementation of similar projects already for one decade. In 2005-2008 we were the lead partner of project: Pan-European System of Lifelong Learning Validation for Sustainable Rural Development (EUROVALIDATION), then following this program we took part in OBSERVATORY (A European Observatory of the Use of ICT-supported Lifelong Learning by SMEs, Micro-enterprises and the Self-employed in Rural Areas) which was the „precursor” of e-ruralnet project. Its experiences, results and partnership were all used and implemented in e-ruralnet project. The Hungarian project manager is Irén Szörényiné Kukorelli, Ds.C who is responsible for research topics concerning rural areas in our institute, further team members are Boglárka Barsi Ph.D, Gabriella Baj and Péter Tóth, who contributed to the successful realization of the project with their enthusiasm and high-level professionalism. The maping of supply and demand for e-learning is a significant part of the survey in the 11 participating countries. For Hungary the survey and its process, especially the questions concerning the rural areas, delivered new and so far not known results which shall contribute to more efficient use and application of this learning method in Hungarian rural areas in the future. This report presents the analysis of results of questionnaire designed by common aspects of project partners. The survey has been conducted in three target groups: training providers; the users, namely the e-learners; and the control group who never participated in any e-courses. The analysis is expected to show the variety of available learning products in terms of content and delivery methods, funding, technical infrastructure needed and contribution of the products to innovation and creativity.
1
E-learning provider survey
1.1 Formal, non-formal and informal vocational training The use of the terms informal and formal learning have a fairly long history. At the centre of these debates lie conflicting claims about the inherent superiority of one or the other. Formal learning, when effectively provided, was assumed to have clear advantages. It opened up the accumulated wisdom of humankind, held in the universities. This sort of accumulated, recorded and propositional knowledge allowed each generation to know more and better than their predecessors, as science (or art) advanced. Furthermore, such
knowledge was generalisable – it could be used or applied in a wide range of contexts and circumstances. In contrast, everyday knowledge was believed to be context-specific (Colley–Hodkinson–Malcom 2002). The Scribner and Cole (1973) paper was a key early moment in establishing a counter view, from socio-cultural or situated perspectives on learning. It is claimed, many things are learned more effectively through informal processes. One clear example of this is language learning. Furthermore, researchers claimed that formal learning was not context free (Brown et al. 1989) and took different forms in different cultural traditions (Lave, 1996). That is, what was learned in educational settings was as much about the nature of those settings as it was about the content and pedagogy. Finally, researchers questioned the utility (generalisability) of much formally acquired knowledge. The ‘transfer’ of learning was problematic rather than simple. As Lave (1996, p151) argued, ‘Learning transfer is an extraordinarily narrow and barren account of how knowledgeable persons make their way among multiply interrelated settings.’ Thus, informal learning is argued to be superior to the formal. EU policy documents define the three types thus: Formal learning: learning typically provided by an education or training institution, structured (in terms of learning objectives, learning time or learning support) and leading to certification. Formal learning is intentional from the learner’s perspective. Non-formal learning: learning that is not provided by an education or training institution and typically does not lead to certification. It is, however, structured (in terms of learning objectives, learning time or learning support). Non-formal learning is intentional from the learner’s perspective. Informal learning: learning resulting from daily life activities related to work, family or leisure. It is not structured (in terms of learning objectives, learning time or learning support) and typically does not lead to certification. Informal learning may be intentional but in most cases it is non-intentional (or “incidental”/ random) (EC 2001 p32-33). Today we can witness the total change of learning environment connected to the change in economy and society, the formation of knowledge and innovation based society and economy. New ways and forms of learning environment are appearing which complementing the former ways and methods of learning elaborated in the industrial society (1. table).
1. table The changing learning environment Industrial society Facts and rules, ready solutions closed, ready knowledge The source of knowledge is the teacher, school and learning material Dominance of teacher’s instructions Fixed curriculum Learning in classroom Homogeneous age group Learning groups within school Adaptation and conformity External rules Correspond to the teacher Closed learning environment
Knowledge based society competences, skills, attitude formation Skills and capability for life long learning integration of knowledge elements from different sources Independent knowledge building in a complex stimulating environment learning based on projects in free time frame Learning outside classroom (e. g. in the library) Mixed age group Learning groups between schools and countries Creativity, innovation and critic Internal rule formation Correspond to standards Open learning environment
Source: Own collection
1.1.1 Continuing vocational education and training for adults in Hungary Formal education The ultimate national legal differentiation among the currently available forms of adult education and training is made between school-based adult education and adult training provided outside the school system. In both forms – except for ISCED 5A/6 level higher education programmes and so-called ‘trainings regulated by public authorities’ – the provision of VET is governed by Act LXXVI of 1993 on Vocational Education and Training. The major difference between the two forms is that participants in general education or VET provided within the school system are students in respect of their legal status and that school-based adult education is offered within the framework of the public and higher education systems whose operation is governed by Act LXXIX of 1993 on Public Education and Act CXXXIX of 2005 on Higher Education, respectively, and also financially supported by the state. Adult education within the school system is provided by public and higher education institutions at primary (ISCED 1-2), secondary (ISCED 3C and 3A) and tertiary (ISCED 5B, 5A and 6) levels. The training programmes offered to adults do not in general differ from the regular full-time courses in terms of their objectives, admission criteria, structure, main characteristics of curricula, or the awarded state-recognised qualifications (VET in Hungary 2009).
Non-formal education These include many different types and forms of learning opportunities, ranging from training programmes awarding a state-recognized qualification listed in the OKJ to much less structured learning activities offered by community cultural centres or non-profit organizations in folk arts and crafts, popular science, etc. Participation in CVET offered in adult training can be mandatory prescribed by legislation, or initiated and financed by the individual and/or his/her employer, or for the unemployed and other target groups by the state. There is a mandatory further training system of employees regulated by legislation both in the public sector (in ‘uniform-wearing’ vocations, for civil servants, teachers, health, cultural and social workers, as well as in some large public companies as the Hungarian National Railway and Hungarian Postal Service) and in some areas of the private sector where it is necessitated by the nature of the work (for example, for safety reasons or because of constant changes in regulations, such as in occupations related to gas production and services, commerce in plant and animal health chemicals, professional drivers, bookkeepers and auditors, professional hunters, etc.). Such CVET programmes are typically organized as adult training courses, in the public sector often by specialized agencies and institutions. CVET in private enterprises shows significant differences in the quantity and format of training provision across the sectors and according to company size, and that training opportunities, for the employees of micro, small and medium enterprises (MSMEs) in particular need to be extended and supported by the state. In addition to CVET opportunities offered at the workplace (which especially in large, multinational companies are often available in e-learning), the objective of bringing learning closer to learners is served, for example, by the government initiative to involve public cultural institutions in vocational adult training, supported by EU Structural Funds resources, or by the extending network of so-called telehouses coordinated by the Hungarian Telehouse Association (Magyar Teleház Szövetség, a non-profit organisation founded in 1995) which provide computer and Internet access, information and counselling services as well as education and training opportunities to all often in very small villages (VET in Hungary 2009). Pursuant to Act CI of 2001 on Adult Training that regulated this sector of education for the first time in Hungary, adult training providers have to be registered at the Regional Labour Centre (regionális munkaügyi központ), but otherwise they are free to develop and provide their (vocational, general or language education) courses. The law prescribes only that they have to conclude a training contract with the participant and prepare a training programme specifying: • the competences that can be mastered, • the preconditions of participation, • the duration and methodology of the training,
the modules of curricula (including their objective, content and duration), the maximum number of participants, the methods of assessment, the preconditions of issuing a certificate concerning the completion of the training or of its parts (modules), and the means of ensuring the human resource and material conditions of the training. This CVET sector offers a wide range of CVET opportunities for adults, including: • vocational training programmes that award a state-recognised vocational qualification listed in the OKJ; • courses preparing for the master examination (mestervizsga) that awards a higher level qualification based on the OKJ qualification obtained in IVET, organised by the economic chambers; • so-called ‘trainings regulated by public authorities’ (hatósági jellegő képzés) • awarding nationally or internationally recognised qualifications, licenses which are not included in the OKJ, primarily in the fields of road, water and air transportation, plant and veterinary health inspection or food hygiene; and • courses of various types and duration that do not award a nationally recognised qualification. • • • •
Participation rates in non-formal education/training in Hungary are significantly lower than the EU average. (Similar to adult education provided within the school system, participation in adult training correlates strongly with educational attainment and age. As regards working status, employed and unemployed people participate in significantly greater proportions than the inactive. The rate of non-formal education was only 4,5 % in 2003. The students of non-former education are mainly youth, more than half of them are under the age of 35. The rate of students above the age of 55 was only 5%. (Nemes– Csilléri 2006) The government has introduced various measures in recent years to increase participation in adult education and training but participation rates are only slowly increasing. Studies (Török 2006) have found that although adults have a generally positive attitude towards training and many would also need to renew his/her qualifications, barriers to adult learning – that government policies still need to address – include: • profitability considerations (about a third of adults, and especially the lower qualified are under-motivated, believing that the benefits of learning are smaller than its costs, which is also related to the fact that in Hungary formal school qualifications are so much decisive in determining social status that the returns to non-formal education are relatively less significant); • inflexibility of the training system and services (too long duration of training programmes, very few opportunities to recognise and accredit previous work experience and other forms of non-formal/informal learning, etc.); and
• high workload of employees (the number of hours worked per year is significantly higher in Hungary than in Western Europe, while the proportion of adults in part-time employment is the second smallest in OECD countries. 2. table: Number and distribution of adult training programmes and participants completing the training by the type of training, 2008
Source: Ministry of Social Affairs and Labour
3. table: Number and distribution of adult training programmes and participants completing the training by the (delivery) form of training, 2008
ICT based non formal vocational training in Hungary E-learning, the ICT supported training systems can be the most obvious way to ensure life long learning. The usage of modern training systems at national enterprises and public sphere is increasing, but its role is not as important as in most countries in the EU. There is no adequate information on the ICT based forms of vocational training for adults in Hungary. So we have rather limited picture on non-formal e-learning in the country. The rate of usage of e-learning at enterprises in training is quite low in comparison with the average of EU 25 and the other new member states (table 3).
1. figure: The usage of e-learning by enterprises
Source: Eurostat 2006
The low rate of ICT based training in enterprises is not surprising, as the overall training participation is rather low in Hungary. According to an Eurostat survey only 12 % of Hungarian inhabitants aged 25-64 has participated in vocational training (included formal, non-formal and informal training) while the EU average participation rate was 42 %. Highly qualified employees working in the sphere of intellectual work are the most typical participants of non-former training (Helyzetjelentés... 2007).
1.2 SURVEY DESIGN 1.2.1 Sample The initial database of providers has been compiled from the list of National Adult Training Institute’s website (https://www.nive.hu/index_sec.php) where all providers are listed who passed the accreditation process of the Accreditation Body of Adult Training. This list contains 1401 providers (names and addresses, e-mails should be gathered on our own) but only after reviewing their activities became more clear their profile (subjects, methods etc) but in many cases there was found no information whether providing e-
learning courses or not. This register involves private training organisations (eg. language schools, driving schools, training centres for managers etc.), vocational schools and centres of adult training of universities. According to the information of providers’ website about 40% of training providers (about 560 pc) could be identified as a training provider which does not provide any ICT supported trainings. As it has been mentioned in former Observatory reports, no surveys in the field of ICT aided education in Hungary neither any statistics nor training provider lists could be found. These circumstances made the sampling very difficult.
1.2.2 Survey conduct As selection of e-learning providers from this list was not enough confident, so to be sure to not to miss any e-learning providers, the online questionnaire has been sent to all training providers existing in this register, so a wide range of training organisations has been approached. The training providers have been informed about e-ruralnet project through newsletters and project brochure before starting the questionnaire survey. After 1st national workshop held in Gyır (Hungary) a workshop report has been written about the event and it has been sent to the participants (http://www.prismanet.gr/eruralnet/themedia/File/Eruralnet_report_Gyor(1).pdf). The Hungarian National Rural Network (prominent network for rural development) published its own report about workshop on its website, its link (http://umvp.eu/?q=magazin/e-ruralnet) has been disseminated among the network members. By the help of these dissemination tools the first step was easy to be done. In a form of newsletter we circulated our report and the website link accompanied by project brochure among all training providers of the register. Positive feedbacks have been come from training providers especially from vocational schools which prove to be a good starting point.
1.2.3 Questionnaire After finalizing the uploading the Hungarian online questionnaire for training providers we sent its link to all providers of register. One e-mail per month during 6 months was sent to all Hungarian providers (aside from the providers’ website information related to have any e-learning courses or not) in order to raise their awareness to fill in our questionnaire. Due to efforts of Hungarian project team 63 providers filled in the questionnaire appreciable. In many cases we have been informed that training providers denied the response to the questions of the questionnaire because they claimed that the questions ask for private and commercially valuable information.
1.3 Results 1.3.1 Statistical analysis: Presentation and discussion of findings: frequency analysis The following part presents the findings and results of the survey of e-learning training providers of Hungary. The findings are presented in form of frequency pies, histograms and tables.
1.3.1.1 Provider institutional profile: type, size, training activity
Type of organisations: 12 organisations labelled themselves both public and private institutions so we had to recode the answers according their real organisation form to conduct successfully the survey. 2. figure: Types of training institutions
The rate of public institutions was 20,63 % , the rate of private institutions was 79,37 %. So the majority of training providers are working in the private sector. From public institutions 52,9 % of the respondents are central governmental institution. In the sphere of private organisations the most important are the profit oriented institutions, which form 60 % of this segment. As the non-formal vocational training market is fully liberalised, adult training providers have to be registered only at the Regional Labour Centre, but otherwise they are free to develop and provide their (vocational, general or language education) courses private sector institutions have taken the advantages of this possibility. Majority of the respondents (70,9 %) is working as an independent training institution.
4. table: Independence of providers Independent education/ training organisation
70,9%
Dependency on other organisations
29,1%
Operates under: University Chamber of commerce, industry, agriculture
5,5% 0%
Professional organisation/ federation
3,6%
Organisation concerned with certification and recognition of qualifications
3,6%
Other
16,4%
Size of organization: Regarding to the size of the training providers as measured by the number of teachers and trainers employed it is clear that most of the institutions are small scale one, almost half of them have less than ten employees and only 6,3 % has more than 100 people in the education staff. 3. figure: Number of teachers
The rate of those trainers involved in e-learning is less than 10 % in more than one third of the institutions. But the same rate can be observed at those training institutions using 20-50 % of the education staff for e-learning purposes. The share of e-learning students in last 12 months shows that more than the one third of providers trained students in frame of traditional trainings. One quarter of the providers trained from 1 up to 50 students in e-learning courses, the share of providers trained 51– 100 and 101–500 students are very similar. 7 providers trained more than 500 students,
but only 2 had got more than 5000 students over past 12 months. These training are offered especially for the employees of multinational companies. 4. figure: Number of e-learning students per provider over past 12 months (N=60)
The graph on share of the women among the e-learning students proves that men are overrepresented in these courses. 55,8% of the training providers had got less than 25% woman e-learning students among the others. Only in case of 13 organisations were the estimated numbers of woman students overrepresented. 5. figure: Number of woman e-learning students per provider over past 12 months (N=52)
65 % of the training providers offer e-learning packages between 1 and 10 which number is three times higher than the share of those training providers which do not offer any kind of e-leaning courses. In our sample organisations dispose of more than 501 e-learning packages do not exist.
6. figure: Number of e-learning packages offered at present by the organisation (N=60)
1.3.1.2 Provider e-learning specialization and market presence
This part of the report examines the e-learning specialization of Hungarian training providers (how to implement technology as a tool for teaching and learning) and their position in the market. 7. figure: Number of e-teachers (N=61)
The share of e-teachers in our sample organisations is 36% in case of training providers employing between 21 and 50 teachers for their e-learning courses. This share could be considered quite low as the about 76% of respondents offer e-learning courses.
8. figure: Development of e-learning content (N=46)
The majority of training providers (61%) conduct its content development in house, only 6,5% subcontracts a third part (external company) to develop materials for e-learning trainings. It means that the organisations have the knowledge, experience and technical (IT) background for developing their learning material. 6. graph Presence in the e-learning market
Those organisations are in majority (about 55%) in our sample which are more than 1 year on the e-learning market. 35,5% plans to introduce e-learning courses in the near future. Based on the share of our respondents the Hungarian e-learning market could not be evaluated as a mature market but the new “entrants” can improve the market maturity and diversity.
1.3.1.3 Provider market: rural orientation, client priorities, source of funding
As rural areas facing many disadvantages in the knowledge based society, it is important to know whether training institutions offering for them special courses or not. We got quite positive answer, as almost half of the institutions have special courses. More than
half of the institutions have started providing e-learning courses more than 1 year before, but we have only 22 %s more experienced institutions having e-learning courses for more than 5 years. This shows that although great governmental effort and private intents the rate and recognition of ICT based learning are increasing slowly. Most of the respondents are using e-learning courses, materials elaborated by them. It can be very useful as one of the advantages of e-learning courses is flexibility, as every module can be modified or expanded according to the needs of special professional needs of trainers and trainees, and it is much easier with self-elaborated materials. The number of participants of e-learning training was quite low. 38,3% of the institutions have no e-learning students during the last 12 months at all, and 25% of them have less than 50 trainees. The variety of the offered e-learning courses is quite low as well, more than 88% of the training providers offered less than 10 e-learning courses, from which 23,3% have at the present no e-learning courses at all. The rate of e-learning courses as a % of total training courses can present the specialisation of training providers in e-learning. As most of the respondent institutions (70%) have less than 20% of e-learning courses from total courses offered, we can say that the general e-learning specialisation of training providers is quite low. However we have some providers really specialised in e-learning courses (14,9%). These institutions are mainly providing courses in IT and telecommunication which can explain the high rate of e-learning specialisation, as the potential students probably have the infrastructure and basic knowledge necessary for e-learning. Which are the target groups of training providers? To answer this question we should analyze the sphere of individuals and organisations separately. As most of the respondents are private sector institutions it is not surprising that the main target group is employees in companies. 72,3% of the respondents have named them large or top priority of their training courses. Those self-employed were also important training participants for the institutions, but the other possible training receivers are also important for training institutions. Regarding the size and type of the targeted enterprises there is no great difference. Both private and public institutions are important for training providers. Within private companies large and medium size enterprises a bit more important than smaller ones and the less important target groups are micro enterprises as their assets and free capacity for learning is less than in other companies.
9. figure: Target groups of training providers – individuals
10. figure Target groups of training providers - organisations
We also asked what kind of training programmes the institutions are providing. The most important is service sector courses, especially programmes on ICT and communication. 41,75 of training providers are offering ICT courses and 33,3% training programmes related to other types of services. Business and management courses got also great
emphasise with the rate of 39%. The role of agricultural sector training is the lowest, only 5,1% of the institutions offer subjects for the primary sector. The dominance of subjects on ICT and communication is can be explained by the nature of e-learning. Well-developed ICT infrastructure and special knowledge on computers, on hardware and software, and internet usage are unnecessary for e-learning. So the potential trainees those interested in ICT and being familiar with it. Also the use of ICT or language is more easily can be transformed into e-learning material, than more practical knowledge. 30% of Hungarian participants covered their costs of training, this was the most frequent financing form, although 25% of participants were supported by national or European resources. 11. figure Sources of e-learning provision funding (N=63)
1.3.1.4 Subjects offered and qualifications
The most common type of ICT supported courses was blended learning, 72,1% of the respondents are using this type of training method. As blended learning is a very good and effective combination of face to face classroom methods with computer mediated activities it is a very promising result. At the same the rate (40%) of self-administered by the students type of courses is quite high, as these types of learning expect very highly motivated and responsible trainees.
12. figure: Share of respondents offering subjects on different fields (%)
1.3.1.5 E-learning delivery methods, tools, pedagogies
Most of the training providers (71,7%) are using advanced form of distance learning, elearning platforms which demand more material and intellectual investment from the training institutions but offer much more effectiveness of learning for students and communication with other participants – which is very important part of the learning process - than the traditional platform of websites with downloadable materials. The most commonly used tool of distance learning is e-mail, 86,7% of respondents are using this technique. Discussion groups, e-learning communities and chat rooms are more interactive forms of learning and used by training providers quite frequently. Effective group discussion is very important in e-learning. In order to have that, learners’ participation and involvement is necessary. The usage of very innovative, interactive participating and learning methods (like wiki, videoconferencing and podcasts) is relatively low. 13. figure: Percentage of respondents using different types of learning tools (%)
Regarding to pedagogical tools also the more traditional forms of distance learning are dominating. The most commonly used tools are text-reading, power point presentations, email attachments and interactive/animated contents. The more interactive forms building on participation and learning by doing and practical experience are not as usual. Only 27,2% of training providers are using simulations 15,3% games based learning, 23,7% role based learning. The latter is demanding more effort from trainers and trainees, but usually will lead to greater achievements. According to the responds internet access is inevitable important for their training courses, as 93% of the training providers named it necessary prerequisite of participation. The importance of internet access is followed by the existence of personal computers (78%), as internet can be reached without computers as well. It is not expected to be online all the time, 90,6% of respondents is expecting students with only access at regular intervals. The role of different types of demand initiatives was almost the same at training providers, large companies, SMEs and individuals had almost the same role in starting e-learning courses, the availability of governments fund has only played somewhat greater role.
1.3.1.6 E-learning provision: delivery mode, student participation, ICT requirements
Beside the acquired knowledge and built self-confidence the benefit of the training can be a possessed qualification recognised by the state or a qualification of the organisation. As the Hungarian training system is characterized by the dominance of traditional formal education and by the prevailing role of former qualifications it is not easy to recognise non-formal learning. The former education system is uninterested in validating, recognising those activities, trainings existing outside the system. Still employers are emphasising and recognising the role of non-formal and informal learning and training. Most of the training providers are giving qualification of the organisation (55,9%), the rate of international or national certifications are rather low (15,3%, 13,6%). These are mostly ECDL and language certifications. The operator of ECDL examination system has concrete statistics on trainees with ECDL qualification, it is clear from it, that main target group of ECDL exams is student. Women are in majority, 61,8% of ECDL licence owners are women.
14. figure: Rate of certifications given by the training providers (%)
The most significant financing form of courses is that employers are paying privately for trainings. Then come government and EU financing and financing by the trainees.
1.3.1.7 Problems, requirements for succes
There are many personal prerequisites to attend and finish successfully an e-learning course. The respondents have found willingness to learn as the most important, 89,7% of them labelled it as important or very important factor. Then comes perseverance (77,2%), which is strongly connected to motivation and it is a key success factor of e-learning. Selfdiscipline and time availability are also important prerequisites of e-learning participation. 15. figure: Rate of importance of different personal prerequisites for e-learning (%)
Providers thought suitable courses and subjects are the most important factors for successfull delivery. Other factors (e.g. good marketing, planning ahead with new technologies) were also very important. The administration was not as important. 16. figure: Factors for the sucessfull delivery (N=54)
1.3.1.8 Provider perceptions of innovativeness
Most of the training providers (61,5%) provide e-learning courses with innovative techniques and methods. The innovation is usually prevails not in new techniques but mostly in new e-learning programmes. To define what is innovative in e-learning courses is a challenging task because it depends on the willingness of training providers for being innovative. Some of them state that using internet for sending learning materials is already an innovative method to make the course more efficient. The Hungarian case studies on innovative e-leaning products prove that those training providers develop and use really high-tech e-learning tools which train mostly employees of private sector, mainly of medium sized and multinational companies. The range of innovative e-learning tools is very wide: digitised material; interactive, online and internet resources; simulations; web links and multiple choice questionnaires. The common features of the presented innovative e-learning tools and methods: • Students have 24 hour access to all materials • All enables a virtual learning environment: e-content, online communication and support, and an online assessment opportunity
• Allow students to discuss a range of issues in frame of discussion forums where students may write comments that they probably would not say in a face-to-face situation. • The tutorial support coming of a dedicated and understanding IT Team to tackle any problems and arrive at solutions. • The required software and hardware IT resources are easily and quickly available to students. • The tools enable to avoid that students have to be in the same place at the same time but these tools are used still in blended learning approach, mixing self-directed Internet-based activities, peer-tutoring and tutor direction. • Allow students to discuss a range of issues in frame of discussion forums and then will also use them for learning. • Tools and methods can be integrated easily into learners’ lifestyles. • Try to deliver the knowledge and information efficient, quickly, in playful and creative way. In Hungary a significant and competent market of e-learning content developer were developed in the last years. Serious amounts are spent on creating new and attractive elearning materials by training providers. 1.3.1.9 Opinion of training providers
Regarding the most important problems of ICT supported training in rural areas limited financial resources, IT illiteracy and the lack of suitable infrastructure were named. However the opinion of respondents are quite differing as none of the listed factors were seen very serious, the rate of yes and no answers was almost the same. According to the training providers appropriate training courses and staff are available for rural areas. Respondents have found available suitable course subjects and topics the most important factor for successful delivery of ICT supported training. The other factors were a bit less important but also necessary according to the training providers.
1.3.2 Presentation and discussion of findings: cross tabulation analysis
•
The association between variables was tested by cross tabulation. The size of the survey sample was quite small (N=63), so we cannot expect significant cross tabs and results. Our aim was to draw tendencies if it is possible. For the purposes of cross tabulation variables with more than two values were transformed into binary variables to avoid small frequency values. The following four variables were considered as representing core dimensions of elearning providers: Provider size, measured by the number of teachers employed by the provider;
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Provider specialization in e-learning, measured as the proportion of their training activity delivered with e-learning;
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Provider length of presence in the e-learning market, measured by the number of years the provider has been offering e-learning courses;
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Provider rural orientation, measured in terms of their offering e-learning packages especially for rural areas.
1.3.2.1 Provider size
We used the number of teacher employed in the organisation to measure the size of providers. We used only two possible values: small organisations employing less than 50 teachers, and large organisations employing more than 50 teachers. It seems that although we had only very few really e-learning specialised organisations these were mainly smaller institutions.
17. figure: Proportion of e-learning courses
There is no difference in the presence in the market according to the size of the providers.
18. figure: Providers presence in the market
Regarding the e-learning content, the development of e-learning material, the larger organisations, providers are relying more on self-developed materials and using subcontracting rarely, although in both groups own content development is quite strong.
19. figure: Development of e-learning content
Smaller providers rely more on private sources and subsidies, while larger organisations rely a bit more on private resources and mixed financing.
20. figure: Sources of funding
Smaller providers’ reasons for starting e-learning were mostly demand from companies (both large and small and medium size) and available subsidies. Larger institutions relied much more on individual demand.
21. figure: Provider’s reason for starting e-learning courses according to size of provider (N=57)
Regarding mode of e-learning delivery there is no significant difference between small and large providers.
22. figure: Mode of e-learning delivery
1.3.2.2 Provider’s specialisation in e-learning
Less e-learning specialised providers are tending to use own resources to develop e-learning content, while e-learning specialised organisations using both solutions, own resources and subcontracting to content development. 23. figure: Development of e-learning content
Less e-learning specialised organisations rely more on private funding, paid by the employers or the trainees, more e-learning specialised providers use more subsidies to trainees.
24. figure: Sources of funding
Regarding providers’ reason for starting e-learning the main difference among e-learning specialised and not e-learning specialised organisations, institutions is in demand from individuals and available subsidies. Those offering mainly e-learning courses started the courses relying on individual needs and available subsidies.
25. figure: Providers’ reason for starting e-learning
Regarding innovativeness of e-learning courses highly specialised providers tend to offer more innovative courses.
26. figure: Do you offer innovative e-learning courses
1.3.2.3 Provider length of presence in the e-learning market
Younger firms tend to be more innovative than older ones.
27. figure: Do you offer innovative e-learning
In other variables there was no significant difference between younger and older providers.
1.3.2.4 Provider rural orientation
Highly e-learning specialised providers tend to be more rural oriented than less specialised organisations. 28. figure: Rural orientation of providers
Regarding reasons for starting e-learning courses demand from individuals and SMEs were stronger Demand from large companies was stronger reason for providers with no rural orientation. 29. figure: Providers’ reason for starting e-learning
1.4 CONCLUSIONS The participant of modern society needs not only to be well educated, but also to have a good education system, which makes possible autonomous learning, training, and change of occupation. The old education system cannot meet these new demands, and this is one of the reasons that the ‘online learning’, ‘distance learning’ and ‘e-learning’ are integral parts of our education and way of life. In the previous two decades after transition a non-formal education system based on four pillars has formed: • Training institutions based on governmental financial resources (vocational schools and regional training centres). • Private, profit oriented training institutions • Non-profit training institutions and civil organisations. • Labour organisations, employers (inner trainings) Our survey cannot be regarded as a representative examination of Hungarian e-learning market, as there is no official data, statistical analysis on this field. The survey showed that there is a strong private dominance in non-formal e-learning education, the training providers are mostly profit oriented companies. They are small scale ones measured by the number of employed teachers and trainers, almost half of them have less than ten employees. More than half of the institutions have started providing e-learning courses more than 1 year before, but we have only 22 %s more experienced institutions having e-learning courses for more than 5 years. This shows that although great governmental effort and private intents the rate and recognition of ICT based learning are increasing slowly. The number of participants in e-learning courses and the variety of the courses were quite low. As most of the training providers are profit oriented private companies it is not surprising that the main target groups are employees in companies. The most important is service sector courses, especially programmes on ICT and communication. Business and management courses got also great emphasise, while the role of agricultural sector training is the lowest. The main problem In Hungary is the over assessment of “academic” knowledge over practical knowledge. The formed picture on adult education and non-formal education is based on this preconception. There is no policy and practice dealing with education and training, different forms of formal, non-formal and informal learning in an integrated unified system. The shortcomings in ICT infrastructure and human capacity, and also the low penetration of distance education also constitute barriers. Stronger civil participation and representation of interests are needed to survey the knowledge accumulated in nonformal education.
2
E-LEARNERS AND CONTROL GROUP SURVEYS
2.1 SURVEYS DESIGN 2.1.1 Sample To find the e-learners or the control group we required the help of training providers which filled in our questionnaire and we focused mainly on organisations which are members in the Hungarian e-ruralnet network. We approached mainly those training providers by which we conduct interviews on innovative e-learning tools and methods as we created good contact with them. These organisations could help us to disseminate the questionnaire among their partner training organisations in rural rural areas. We approached other training providers by newsletters which have been sent 2 monthly for the training providers with the announcement about the survey. These e-mails contained the link for e-learners and control group too so every learner who received the questionnaire could choose from one link. Almost every training provider has got a database on contact details of their former students so they could easily send to them the links. This way we could gain the number of respondents without asking the providers for e-mail address of learners and hurting confidentiality. Mostly the large training providers offered us this solution. In e-ruralnet research we try to avoid using the social networks (eg. facebook, iwiw) although it was a very useful and productive way of recruiting respondents in the Observatory project, we relied on the training providers only. After the first results we realized that it is an effective approach to find e-learners and control groups in appropriate number for our analysis.
2.1.2 Survey conduct The criteria of selection of questionnaires for analyze is to have less than 70% of missing answers which based on agreement of e-ruralnet international research group. For e-learners we had 774 responses arriving, so we had 474 remaining questionnaires for analyses. In case of control groups the same theory was used as in case of e-learners. From 423 answers only 231 (about 55%) ones were used for the analysis.
2.1.3 Questionnaire The questionnaire has been translated into 11 languages and has been conducted in 11 countries by 13 project partners.
The questions focused on 4 main topics relating to e-learners and control groups: learning background, e-learning experience, motivation and constrains for participation and their socio-economic profile. The cross-tabulation analysis tries to explore the correlation and connections of these factors.
2.2 RESULTS 2.2.1 Presentation and discussion of findings: frequency analysis
2.2.1.1 Socio-economic profile of the e-learner and control groups
The socioeconomic profile of the survey respondents, e-learner group and control group, was recorded with three sets of variables: • gender, age, education, • place of residence and place of work, • Work status and sector of work. The profiles of the two groups are presented and compared in the histograms that follow. Gender, age, education There is difference in the gender structure of e-learners and the control group. Regarding the gender structure, majority of e-learners and control group are female. The rate of women in control group is lower (54,5%) than in the e-learners group (60,7%). 30. figure: Gender
Most of the respondents were young people, below the age of 35 in both group, more than 60% of the questionnaires were filled by them (60,2% and 63,8%). The second largest age group was those between the age of 36 and 50 (36,1% and 29,9%).. The higher age brackets were only represented only in a very small scale.
31. figure: Age
Regarding the education of respondents most of them received post-compulsory education (45,1% of control group, 51,3% of e-learners). The second largest group, approximately one thirds of respondents received further education, non-university. Only smaller group of respondents had university degree. 32. figure: Education
Place of residence and place of work Regarding the place of residence most of the respondents in both group are living in smaller villages and cities with not more than 100000 inhabitants (67,6 % in e-learner’s group, 66,8% in the control group). In Hungary there are only nine cities with more than 100000 inhabitants (Budapest, Debrecen, Szeged, Miskolc, Pécs, Gyır, Nyíregyháza, Kecskemét and Székesfehérvár). Approximately 29,1% of the population of Hungary is living in these cities, so we can say that the distribution of respondents regarding the place of residence is mapping the place of residence of Hungarian population in these terms.
33. figure: Place of residence
Using more population brackets is shading the picture on the place of residence. There is only one city with more than 300000 inhabitants in Hungary, it is Budapest, with 1700000 inhabitants, representing 17% of the population of Hungary. We have a bit more respondents from the capital in the group of e-learners (19,3 %) than in the control group (14,3%). Regarding the remaining 8 cities with more than 100000 inhabitants, representing 12% of the Hungarian population, respondents from the control group a bit overrepresented (18,8%), while e-learners representing the same proportion (13%). We have a bit more respondents from cities with 20000 to 100000 inhabitants from e-learners and a bit more from control group in towns with 2000 to 20000 inhabitants. 34. figure: Place of residence using more population brackets
Regarding the place of work we got a different picture. More respondents are working than living in larger cities with more than 100000 inhabitants. These cities offer more working possibilities. 46,8% of e-learners and 42,8% of the control group are working in the nine largest cities.
35. figure: Place of work
If using more population brackets we can understand that the difference is in the proportion of those working in Budapest (in the only city in Hungary with more than 300000 inhabitants). 30,9% of e-learners and 24,44% of the control group are working in the capital. In parallel with it the proportion of those working in villages with less than 2000 inhabitants is only third of those living there. 36. figure: Place of work using more categories
Work status and sector of work There is a difference between the two groups in two fields: control group respondents are overrepresented among the not professionally actives; 16,3% of them belong to this group, while only 6,2% of e-learners are not professionally active. The rate of unemployed was much lower in both group (5,3% in control group, 6,7% in e-learners) than in Hungary (approximately 11%).
Most of the respondents are working in larger companies with more than 250 employees. Their rate among e-learners is higher by ten percentage points. Larger organisations or companies are the most important procurers of trainings, including e-learning courses. 37. figure: Employment status
Regarding the sector of work majority of the respondents is working in the private sector. The rate of private sector workers is a little higher among e-learners (61%). Respondents are mostly working in the service sector. The rate of those giving “other” answer for their work sector was quite high in both groups. Checking the written answers it was clear that in reality they are also working in the service sector (catering, training, financial services etc.). So we can say that other services sector is the biggest employer of both groups in our sample. The second largest sector is the secondary sector. E-learners were over represented in this sector. As almost half of the e-learners are working for large companies with more than 250 employees and more than one third of them are in the secondary sector that the large companies are the main users of e-learning services.
38. figure: Current work in the public or private sector
39. figure: Economic sector of current work
2.2.1.2 Learning experience of the e-learner and control groups
The learning experience of the e-learner group and the control group (only respondents who had conventional training experience) was recorded on the basis of the most recent course attended (most recent e-learning course in the case of e-learners) with three sets of variables concerning: • course participation,
• course funding, • course value. In the case of control group respondents without any continuing vocational training learning experience, their reasons for non participation in vocational training and their current interests are recorded. The learning experience of the e-learner group which is particular to e-learning is examined in section iii. Course participation Regarding skill improvement aims there is quite a big difference between the two groups. For e-learners the most important was the improvement of business skills (35,3%), than technical skills connected to secondary sector (29,4%) and in the third place skills connected with other services (28,1%). For control group respondents the skills connected to other services were the most important (28%) followed by the courses on business skills in the second place (20,5%). Language skills are coming closely after it in the third position (19,7). It seems that languages are taught on conventional courses as only 1,1% of e-learners named languages skills improvement as his/her aim. Tourism related skills and ICT skills were less important for both groups. 40. figure: Skills improvement aims
Regarding reasons for selecting the most recent course attended there was difference between the two groups. For e-learners the most important reason was obtaining a certificate (51,1%), while for control group respondents the certificate was less important (26,3%). The second most important reason for e-learners was doing their job better/improve carrier prospects (41,6%), while for control group participants this was the most important reason (54,5%). To get knowledge and skills useful for everyday life was same important for both group (35,9% and 35,2%). While increasing choices to get a new job or changing job was quite important for e-learners (32,7%), it was less important for the control group respondents attending “conventional” courses. To be less likely to less their job was more important reason for attending the course for e-learners (17,7%) than for control group (9%). This is because not professionally active group was overrepresented among control group. Starting new business and enforcement by the employer was less important for both groups, although the later has more than 10%. 41. figure: Reasons for selecting the course
Regarding the methods of finding the most recent course attended the most important method was searching on the internet (39,4% for e-learners and 28,9% for control group). The rate of internet usage for finding the course was with 10 percentage point higher for e-learners. The importance of internet was the only common among the respondent of the two groups. For e-learners school/ college/ university was the second most important with 36,6%. For conventional course attendants it was much less important (8,5%). Employer as the information source was quite important for control group (26,8%). 42. figure: Means for finding the course
Regarding course duration we can say that e-learning courses are tend to be longer than conventional courses, although most of the courses in both groups were longer than six months (58,7% of e-learners, 42,4% of the control group). In the control group the rate of courses shorter than 1 month was quite high (22,2%).
43. figure: Duration of the course
Regarding course completion time the majority of e-learners were still participating in their e-learning course at the time of filling the survey questionnaire, while control group respondents have finished their courses more than 2 years ago (40,7%). 44. figure: Completion time of the c
Course funding Under course funding, e-learners and control group respondents with conventional training experience were asked about the source of funding their last course attended, and their opinion about its cost in the case they covered fully or partly the cost of that course. Regarding the source of course funding the dominant sources are private ones. Most of the courses were financed by the participants. The rate of individually financed course was extremely high for e-learning courses (62,6%), but it is almost reached half of the control group courses too (45,1%). The employers were the other important source of funding with 24,3% of control group respondents compared with 18,6% of e-learners. On the third place we can find the mixed funding sources (18,8% for control group, 16,2% for elearners). The rate of fully public funding sources was quite low in both groups, but it was especially marginal in e-learners (2,6%). 45. figure: Source of funding
As most of the courses were financed by themselves, the opinion on the cost of the attended course was quite important question. Most of the respondent considered the cost of the courses reasonable or rather high. The rate of finding the costs rather high or two high was higher among e-learners, more than half of them thought that the courses were two expensive (53,1%). 46. figure: Opinion on the cost of the course
Course value Under course value, e-learners and control group respondents with conventional training experience were asked whether they actually used what they have learned from the last course attended, or expect that they may use it in the future; and what were their own benefits from attending that course. Regarding the use of what was learned majority of e-learners and control group respondents can use a little of a lot what they learned. The courses were more useful for conventional course participants, as almost half of them (47,6%) are using the new knowledge acquired a lot, while this rate was only 22,8% for e-learners. One third of both groups can use the learned knowledge a little. The rate of those thinking they cannot use the knowledge now or in the future was marginal. (2,3% for e-learners, 0% for the control group) 47. figure: Do you use now the knowledge that you received from the last elearning/conventional course you attended?
Regarding benefits of course participants we had some problem. The Hungarian translation was not correct, has not reflected the English meaning of “no benefits so far”. So we have to take carefully the results. It seems again that the conventional courses were more useful for participants than e-learning courses.
48. figure: Benefits of the course
Control group respondents without any training experience One third of the control group respondents (75 out of 231) had not participated in any form of continuing vocational training after completing their initial formal education. They were asked why they had not participated, whether they were interested to take-up training now or in the near future, if and how they have looked for training, and if so what they would like to train for. The main reasons for non-participation were the prices (60%), costs of the courses and time constraint because of job obligation (58,7%). As majority of the courses were financed by the participants on their own, two expansive courses and the lack of public subsidies can problems affecting participation. The time constraint because of family obligations was also an important reason (29,3%). The lack of information also very important reason for non-participation (26,7%). It was interesting that one third of the respondents (32%) was very sel-confident on his/her skills, capabilities, and thought he/she had all the skill needed.
49. figure: Reasons for not participatin in continuing vocational education
More than two thirds of respondents stated their interest in taking up training now or in the near future and 65% of them looked for information on possible trainings. 50. figure: Interest in future training
Those looking for training possibilities mostly (86,1%) used the internet for searching. Besides the internet, the employers and schools and universities were also important information sources.
51. figure: Methods used for searching
The type of skills they would be interested to train for are business skills and language skills. The selected skills were roughly similar with those group attended conventional training courses. Language skills were a bit more important. 52. figure: Skills that you would like to train for (N=29)
2.2.1.3 E-learning experience of the e-learner group
The e-learning experience of e-learners from their last e-learning course attended, was recorded in terms of IT skills available and IT facilities needs; e-learning delivery mode, methods, tools and pedagogies used in that course; and their assessment of that course. E-learners were asked about the adequacy of their IT skills when choosing their last elearning course and the need for broadband and its use. Almost all e-learners (94%) stated that they possessed enough IT skills to use computers and internet easily for the purpose of attending their last e-learning courses. 53. figure: Level of trainee IT skills
The majority of e-learners (85%) stated that they required a broadband connection for course participation. Among those who needed broadband, 71% used it at home, 28% at work, and only 1% elsewhere. 54. figure: Need for broadband connetion
E-learning delivery E-learning delivery was recorded in terms of the delivery mode, methods, tools, and pedagogies used in the last course attended by e-learners. E-learners were asked which e-learning delivery mode was used in the last e-learning course attended. Majority of the courses was tutor assisted distance learning (67%). Almost one fifths of the courses were self-administered distance learning (22%), requiring great self-discipline, and strong motivation from participants. Only 11% of the courses were blended learning combining conventional classroom based teaching with e-learning. 55. figure: Mode of learning delivery
E-learners were asked which of 6 types of delivery methods were used in the last elearning course attended. Two forms of delivery were used by the majority: e-learning platforms (90,3%) and websites for downloading training materials (58%). Video DVDs and CDs were used in some cases (9,3%).
56. figure: Learning delivery methods (N=474)
E-learners were asked which of 8 types of delivery tools were used in their last e-learning course attended. The most commonly used tool was e-mail (66,5%). All the other forms were much less used. Besides e-mails chat rooms and online communities were used by one tenth of the participants (10,8% and 10,35). 57. figure: E-learning tools (N=474)
E-learners were asked which of 10 different pedagogical methods were used in their last e-learning course attended. The most commonly used method was text reading (90,7%). Almost half of the respondents were taught by e-mail attachments (48,1%) and by power point presentations (47%). Links to web sites (25,1%) and interactive contents (24,7%) were used in one fourth of the courses. Videos (17,3%) and stimulations (13,7%) were a
bit less important methods. The other innovative methods, like roles based or games based learning were used very rarely. 58. figure: Pedagogical methods (N=474)
Assessment of e-learning experience E-learners were asked whether the methods and tools used in their last e-learning course were easy to use and whether they were innovative, whether the course covered their learning needs, whether there are aspects that they would like to see improved in an elearning course they may attend in the future. Virtually all e-learners (97%) found the methods and tools used in their least e-learning course easy to use; a large proportion (71%) considered the methods and tools used innovative. 59. figure: Were the methods easy to use? (N=474)
60. figure:Were the methods and tools innovative? (N=474)
The majority of e-learners (61%) stated that their learning needs were covered, although only 11% of the participants were “very much” satisfied with the course attended. The rate of those not much satisfied with the covered learning needs was quite high, 35%. 61. figure: Covered learning needs
In response to the question as to the improvements they would like to see in an e-learning course they may attend in the future, they thought almost all the possible choices the same important. More support from tutors are a bit more important (39,7%). As 22% of the courses were courses without tutors it is not surprising. Stronger connections to qualifications/certifications seems to be a bit less important (16,9%). 62. figure: Improvement needs (N=474)
2.2.1.4 Constraints and motivation for participating in e-learning for e-learners and control group
Constraints E-learners were asked whether they faced any constraints in getting the maximum benefit from the last e-learning course attended. Control group respondents were asked to state their views as to whether there were any constraints in attending e-learning considering in particular the area they live and work. Both groups were asked to state their views on a number of aspects concerning e-learning. E-learner constraints: just over half of the e-learners (58%) reported no constraints in getting the maximum benefit from their last course attended. 63. figure: E-learners’ constraints faced getting the maximum benefit (N=474)
Among those reported facing constraints (42%) lack of time (e-learning is more time consuming than thought before) was the main constraint (50%). The second most important constraint was the too difficult content to understand (38,4%). In the third place we had the lack of self discipline to work on their own (27,8%). As 22% of the courses were distance learning without tutor assistance it is not surprising result. This is also consistent with the results on improvement needs, where the main need was more tutor assistance. One tenths of the respondents stated “other” constraints. Problems with uploading and downloading files, contacting teachers, tutors, no possibilities to print the materials were their main constraints. Many of the participants raised that although they participated in elearning courses they wanted to learn the materials off-line, as reading long texts was very inconvenient, and they couldn’t highlight the important lines. There were also problems with flexibility in time schedules, time management. The respondents suggested creating more flexible learning times (in some cases it was not possible to learn more than 2 lessons per day, or learn in different time schedules).
64. figure: E-learners’ constraints, detailed answers
Control group constraints: control group respondents were asked whether they thought any of four aspects relating to IT skills and IT infrastructure represented potential constraints for people in the particular area in which they live and work in participating in e-learning. 65. figure: Control group constraints
Their views on e-learning were recorded by asking them whether they agree or disagree (or have no opinion in the case of the control group) with 9 statements concerning a range of elearning aspects.
66. figure: Views on e-learning
Both e-learners and control group respondents were quite positive towards e-learning. Elearners were a bit more positive than control group participants. 80-90% of them thought that e-learning offers flexibility (in time and place of learning), saves time and money. Elearners were more positive than control group respondents. There was a huge difference between the two groups in the judgment of the statement: I have fun in learning with computers. Majority of e-learners agreed with it (75,7%), but control group respondents were quite negative in this question, only 20,3% of them agreed with the statement. Only minority of both groups find e-learning more difficult than conventional training, controlgroup respondents were a bit more negative in this field too. Regarding motivation both groups were more negative than in other questions. Almost half of the e-learners (44,7%) thought that e-learning is less motivating than conventional training. Those taking part in conventional training (control group respondents) were not as negative, only 23,8% of them agreed with this statement. Results of the questionnaire
on e-learners demonstrated that motivation, tutor assistance is very important for successful e-learning. Both groups were asked to state their opinion about the importance of e-learning especially for rural areas, i.e. for improving vocational qualifications and knowledge especially for citizens of rural areas. E-learners were quite positive for e-learners, 64,5% of them shared the view that e-learning can revolutionize training in rural areas. Control group respondents were not so optimistic, only 38,2% of them agreed with this statement. Only one tenth of both groups thought that e-learning is less effective than conventional training courses. 67. figure: Importance of e-learning for rural areas
Respondents from both groups were asked about their interest in e-learning, i.e whether they would be interested to participate again in e-learning in the case of e-learners, and whether they would be interested to try e-learning in the case of the control group. E-learners were extremely positive for participating again in an e-learning course, 90,8% of them will be interested in participating. Control group respondents were not as positive but majority of them (70,9%) will be willing to try e-learning.
68. figure: Will you be interested in participating (again) in e-learning
2.2.2 Presentation and discussion of findings: cross tabulation analysis E-learner and control group responses were cross tabulated with the socio-economic variables (gender, age, education, place of residence, work status, and sector of work (public/private, economic sector) and IT-related variables for each group. For the purposes of cross tabulation variables with more than two values were transformed into binary variables to avoid small frequency values and difficulties in conducting statistical significance tests where conceptually logical. That is why we could use cross tables for only e-learners and control group constraints and views on e-learning. Thus the following set of variables was used for both groups: • Gender: male-female • Age: up to 35 – over 35 • Place of residence (number of inhabitants): under 100000 – over 100000 • Work status: salaried – self-employed or entrepreneur • Work sector: public – private • Broadband access: yes – no (Control group only)
2.2.2.1 Constraints
As for every constraint variable presented to the e-learner group, only a very low proportion of e-learners considered it as a constraint they faced (up to 16%), except for “not having enough time” (20,9%), the cross tabulation was conducted only for this variable and for the “no constraint” variable (58,2%).
• Regarding the “no constraint” variable, the cross tabulations are presented in the table and histogram below and indicate a pattern of marked differences in relation to some the socioeconomic variables. They indicate that women, younger people, people living in smaller towns, and those working in the public sector, face less constraints than men, older people, people living in larger towns, and people working in the private sector, respectively. 69. figure: No constraints according to socio-economic variables
Regarding the “not having enough time” variable we got a little different pattern. Here male, respondents over the age of 35 and salaried had less constraint. 70. figure: “Not having enough time” variable
Control group constraints For the control group we had four constraints (buying computer and internet access is too expensive, there is no suitable infrastructure for internet in my area, there is a belief amongst people in my area that there is no need for IT skills, IT literacy is widespread). The respondents had to choose whether they agree or disagree with the statement. We had very few “agree” answers for the first three statements (11,7-13,9%) so we can use cross tabs only for the last one, “IT illiteracy is widespread”, where 45,9% of the control group participants agreed with the statement. Regarding constraint: IT illiteracy is widespread, female, under the age of 35, residents of larger towns, self-employed and entrepreneurs and those working in the private sector had less constraint. 71. figure: Control group constraint: IT illiteracy is widespread (N=186)
2.2.2.2 Views on e-learning: positive and negative aspects
Regarding views on e-learning we offered nine statements for respondents for agreement or disagreement. We cross tabulated the statements with the socio-economic variables. We
found differences only in some statements in some variables. In other cases there was no real difference and/or the rate of agreement was over 90%. The meaningful results are presented below: 72. figure: Views on e-learning, pace of learning (N=429)
73. figure: Views on e-learning, motivation (N=212)
74. figure: Views on e-learning, fun with learning computer
75. figure: Views on e-learning: e-learning is difficult (N=84)
2.3 CONCLUSIONS To summarize our findings we can say that women and younger people are overrepresented in both e-learners and control group. Most of the respondents are working in larger cities, almost half of them in the nine largest cities, mostly in Budapest. They are working for larger companies with more than 250 employees (for e-learners the rate is even higher). Larger organizations or companies are the most important procurers of trainings, including e-learning courses. Majority of the respondents is working in the private sector (there rate is a little bit higher among e-learners). Respondents are mostly working in the service sector. The second largest sector is secondary sector, and e-learners are over represented in secondary sector. We asked for the most important skills to improve by the trainings. For e-learners improvement of business skills and skills connected to secondary sector were the most important. For control group we had different result, there skills connected to other services were the most important and language skills were important too. It seems that languages are taught on conventional courses. Regarding reasons for selecting the most recent course attended there was difference between the two groups. For e-learners the most important reason was obtaining a certificate, while for control group respondents the certificate was less important. The second most important reason for e-learners was doing their job better/improve carrier prospects, while for control group participants this was the most important reason. Regarding the methods of finding the most recent course attended the most important method was searching on the internet. The rate of internet usage for finding the course was with 10 percentage point higher for e-learners. Regarding the source of course funding the dominant sources are private ones. Most of the courses were financed by the participants. The rate of individually financed course was extremely high for e-learning courses (62,6%), but it is almost reached half of the control group courses too. As most of the courses were financed by themselves, the opinion on the cost of the attended course was quite important question. Most of the respondent considered the cost of the courses reasonable or rather high. The rate of finding the costs rather high or two high was higher among e-learners, more than half of them thought that the courses were two expensive. One third of the control group respondents (75 out of 231) had not participated in any form of continuing vocational training after completing their initial formal education. They were asked why they had not participated, whether they were interested to take-up training now or in the near future, if and how they have looked for training, and if so what they would like to train for. The main reasons for non-participation were the prices, costs of the courses and time constraint because of job obligation. As majority of the courses were financed by the participants on their own, two expansive courses and the lack of public subsidies can problems affecting participation. The time constraint because of family obligations was also an important reason. The lack of information was also very important reason for non-participation.
E-learners were asked which e-learning delivery mode was used in the last e-learning course attended. Majority of the courses was tutor assisted distance learning. Almost one fifths of the courses were self-administered distance learning, requiring great selfdiscipline, and strong motivation from participants. Regarding delivery tools e-mails were used most commonly, all the other forms were much less used. The pedagogical tools were quite conventional mostly text reading and email attachments. The innovative methods were used very rarely. Both e-learners and control group respondents were quite positive towards e-learning. Elearners were a bit more positive than control group participants. 80-90% of them thought that e-learning offers flexibility (in time and place of learning), saves time and money. There was a huge difference between the two groups in the judgment of the statement: I have fun in learning with computers. Majority of e-learners agreed with it, but control group respondents were quite negative in this question, only one fifth of them agreed with the statement. E-learners were extremely positive for participating again in an e-learning course, 90,8% of them will be interested in participating. Control group respondents were not as positive but majority of them (70,9%) will be willing to try e-learning.
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OVERALL CONCLUSIONS AND FUTURE PROSPECTS In Hungary the share of participation in non-formal education/training is more lower than the EU average, in 2003 it was only 4,5%. Despite the fact that in the last few years measurements and decisions were taken on governmental level for enhancing the participation, the number of participants is increasing only slightly. According to analyses one of its reasons is that in Hungary the social judgement of formal education qualification is stronger which influences the under-motivation of non-formal learning. But the inflexibility of education, training system and the workload of employees can be specified as reasons. Within the education and training forms the analyses about e-courses and ICT-supported trainings are incomplete, basically there are no information concerning to this education form. Thus, the questionnaire survey which was affected Hungary too within the 11 participating countries in e-Ruralnet project has got a significant role. The analysis surveyed the characteristics, tools, methods, specializations and their rural orientation of e-training providers and the opinion and experience of e-learners (who participated already in an e-learning trainings) and control group (who never participated in any e-trainings yet) about e-trainings. An analysis with such an extent was never conducted in Hungary before, so the processing of these three target groups’ opinion is remarkable although the representativeness of results is not fulfilled. The sample of training providers consists of organisations that correspond to accreditation requirements of Adult Educational Accreditation Committee. 40% of training providers don’t provide any ICT based trainings according to the website information of 1401 (pc) training organisations, so the completed questionnaires were filled in by some of the remaining 841 training providers. The size of the Hungarian sample is 63 pieces. It is interesting to notice that the popularity of e-learning trainings are increasing, the majority of training providers are for-profit organisations which offer blended learning that is beside e-learning trainings they started to run traditional (classroom-learning) courses as well. Many organisations are only planning or have just started to provide elearning trainings. (46% of the respondents) Only a few organisations operate for more than 5 years on the market and a slight share of them provide e-courses. The target groups of these for profit private organisations are mainly the employees of multinational companies. The rural orientation of the training providers is low which can be explained partly along the non-existence of appropriate infrastructure as the organisations mention the learning materials sent by e-mail as the most often used tool, its conditions are at disposal in rural areas too. The lag, the insufficiencies are reflected mainly of what innovative e-training tools are used, still the traditional distance learning tools are dominating, there are very few learning content which base on simulation and GBL tools. In field of e-training content there is need for creation and delivery of innovative new
learning materials which are efficient in e-learning as well in order to increase the competitiveness of e-learning. The survey conducted both among the e-learners and control group can be considered successful as among e-learners 471, among control group 231 pieces of completed questionnaires provided the basic for the analysis. As e-learning is the product of last decade and the young generation is able to acquire the necessary technology easier, so it is not surprising that the 60% of persons in the sample is under 35 years old and among the over 50 years old people this type of training form does not saturate yet. The e-training is popular among the rural population too which is best proved by the fact that the 47% of respondents live in settlements with less than 20 thousand inhabitants, although the results don’t allow for the consequence that these settlements are located in real rural spaces or maybe in agglomeration of big cities, mainly that of Budapest. The elearners – as it could be expected – connect to towns, big cities in terms of the workplace which coincide with that the target groups of training providers come mainly from employees of large and multinational companies. Courses relating to primer sector, which characterize primarily the rural economy, are slight but the trainings providing business and language skills relating to tertiary and secondary sector, the same level of interests are for the courses on primer sector in case of control group as well. It might mean two things: on one hand the courses relating to rural economy are missing, on the other hand if such trainings exist, mainly the courses about business and other sectors are demanding for the rural learners too. Though, according to the opinion of e-learners the e-learning can revolutionize the vocational training in rural areas through saving lots of travel time and expenses. There is one essential question that if the prestige of non-formal knowledge is low, what is the reason of selecting this type of learning methods, particularly – as it turns out from the survey – in many cases the learners pay all the expenses of the training on their own. The results show that the e-learners and those who didn’t participate in any e-learning courses like/would like to learn with this method, they evaluate it as a challenge for themselves and an important issue considering to their future. For representatives of both groups the knowledge acquired by e-courses is a kind of investment which can be capitalized if it is necessary. The e-training market is open and large for the training providers as the learners are pleased to take part in e-courses (two-third of respondents) independent of the fact that they participated or not in any e-courses. E-learners can recognize the possibilities offering by e-learning more clear, but those people, who do not know the e-learning, explain their non-attendance and fears of such trainings with the lack of their ICT knowledge. So the under-motivation is a feature of the members of control group, measures in policy and marketing activities are needed in order to resolve this situation. In the future those policies and governmental decisions are required which contribute to increase the share and recognition of ICT based trainings. Furthermore it is needed to introduce the recognition of knowledge acquired by non-formal and informal learning into the framework of integrated system of education policy in order to balance the overvalued
“academic” knowledge. Both education policy and both rural development policy should recognize the fact and stimulate the process which promote e-learning for people in rural areas to enhance the ability of population retaining and sustainability of rural areas.
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REFERENCES Colley, H. – Hodkinson, P. – Malcolm, J. (2002): Non-formal learning, mapping the conceptual terrain. A consultation report. University of Leeds Life Learning Institution, Leeds. Scribner, S. – Cole, M. (1973): Cognitive Consequences of Formal and Informal Education, In: Science, Vol. 182 (1148), pp. 553 – 559. Brown, J. S. – Collins, A. – Duguid, P. (1989): Situated Cognition and the Culture of Learning. In: Educational Researcher, 18 (1) pp. 32-42. European Commission (EC) (2001): Communication: Making a European Area of Lifelong Learning a Reality. Source: http://www.europa.eu.int/comm/education/life/index.htm Lave, J. (1996): Teaching, as Learning, in Practice. In: Mind, Culture and Society, Vol. 3 (3) pp. 149-164. CEDEFOP (2009): VET in Hungary. Refernet Country Report 2009. Observatory for Educational Development. Source: http://www.observatory.org.hu/wp-content/uploads/TO7_eng.pdf Török, B. (2006): Felnıttkori tanulás – Célok és akadályok (Adult learning – Objectives and barriers). In: Educatio, 2006/2. pp. 333-347. Source: http://www.hier.iif.hu/hu/educatio_reszletes.php?id=61 Helyzetjelentés az e-gazdaság fejlettségérıl: Magyarország európai összevetésben (2007) ICEG European Center, Budapest. Source: http://www.icegec-memo.hu/hun/_docs/kutatasi_jelentesek/egazdasag_kutatasi_jelentes.pdf Antalovits, M. et al. (2008): Távoktatás és e-learning a felnıttképzésben. Nemzeti Szakképzési és Felnıttképzési Intézet, Budapest. Nemes, Gy. – Csilléry M. (2006): Kutatás az atipikus tanulási formák (távoktatás/elearning) modelljeinek kifejlesztésére célcsoportonként, a modellek bevezetése és alkalmazása. Nemzeti Felnıttképzési Intézet, Budapest.
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ANNEXES
5.1 E-LEARNING PROVIDERS QUESTIONNAIRE E-LEARNING ALAPÚ HÁLÓZAT A VIDÉK FEJLESZTÉSÉÉRT
Tisztelt Képzési Szervezet! Ezennel meghívjuk Önt, hogy legyen tagja az Euracademy Observatory/e-ruralnet hálózatnak, amely közelebb hozza egymáshoz az összes olyan érintett csoportok képviselıit – az e-learning szolgáltatókat, az irányelveket kidolgozókat, meghatározókat valamint társadalmi partnereket, civil szervezeteket, melyek a vidéki területeken érdekeltek az e-learning képzésben. A mellékelt kérdıív kitöltésével az Önök szervezete automatikusan taggá válik. Az Observatory tagjaként Önök jogosultak lesznek hozzájutni az e-learning szolgáltatókkal, az e-learning tanulókkal és a kontroll csoporttal folytatott kutatás eredményeihez, amelyeket az elkövetkezendı két évben végzünk. Továbbá jogosulttá válnak egy az e-ruralnet által kifejlesztett játék alapú tanulási eszköz (GBL) ingyenes használatára, amely a jövıben elısegítheti az e-tanulókat, hogy felismerjék tanulási igényeiket és megtalálják a rendelkezésre álló forrásokat, illetve az e-learninget kínáló szervezeteket. Projektünk honlapján az Önök által képviselt képzési szervezet linkjét úgy szerepeltetjük, mint az Euracademy Observatory/e-ruralnet hálózat tagja. További információkat itt olvashat: www.eruralnet.eu Kérjük, töltse ki az alábbi kérdıívet, információt szolgáltatva az Önök által képviselt képzési szervezetrıl. A kérdıívben közölt információkat természetesen bizalmasan kezeljük és az e-ruralnet nem nyilvános adatbázisában tároljuk. Csak a kérdıívek alapján összeállított statisztikákat hozzuk nyilvánosságra, a válaszoló személyes adataira való hivatkozás nélkül. Köszönjük, hogy a kérdıív kitöltésével hozzájárul az e-ruralnet kutatásához. 27 kérdés található a kérdıívben. A kérdıív kitöltése körülbelül 10 percet vesz igénybe.
SZŐRİ KÉRDÉSEK 1. Szerveznek-e Önök e-learning* kurzusokat? (vagy terveznek-e hamarosan indítani?) *E- learning: Olyan táv- vagy vegyes tanulási módszerhez kapcsolódó szolgáltatás, amely az oktatás során számítógépet, internetet és/vagy más kommunikációs eszközt használ, és igénybe vesz, de nincs kizárva az oktatóval történı személyes „face-to-face” kapcsolat sem. Igen – (kérem, folytassa 2-es kérdéssel) Nem – Köszönjük a segítséget, de nem kell folytatnia a kérdıív kitöltését 2. Önök iskolarendszerő vagy iskolarendszeren kívüli oktatással foglalkoznak? Válasszon egyet az alábbiakból! Csak iskolarendszerő oktatással (alapoktatás & képzés középfokon, felsıfokú szakképzés, felsıoktatás területén) Csak informális és nem iskolarendszerő oktatással Az elızı kettı mindegyikével
Amennyiben az Ön által képviselt szervezet egyáltalán nem foglalkozik informális és nem iskolarendszerő oktatással, kérem, ne folytassa a kérdıív kitöltését. Amennyiben az Ön által képviselt szervezet nyújt képzéseket informális és nem iskolarendszerő oktatás keretében, kérem, válaszolja meg az alábbi kérdéseket: 1.1 A szervezet neve: 1.2 A válaszadó neve: 1.3 Beosztása: 1.4 A szervezet címe: 1.5 E-mail címe: 1.6 Honlap: 3. Az Önök szervezete melyik típusba tartozik az alábbiak közül? (Csak egyet jelöljön meg az alábbiakból!) Közszféra: Kormányzat Helyi/megyei önkormányzat Közalapítvány, kht.
Versenyszféra: For profit cég Non profit szervezet Alapítvány, vagy egyéb NGO Egyéb (kérjük, írja le)……………………………………………………………. 4. Az Önök szervezete független szervezet-e vagy valamely egyéb más szervezet részeként mőködik? Válasszon egyet az alábbiakból! Önálló oktatási szervezet Az alább felsorolt szervezet részeként mőködik: Felsıoktatási intézmény Kereskedelmi, ipari és/vagy agrárkamara Egyéb szakmai szervezet /társaság (pl: szakszervezetek etc.) Akkreditációval és végzettségek elismerésével foglakozó szervezet Egyéb (kérjük, írja le)………………………………………………. 5. Hány tanár vagy tréner dolgozik Önöknél (állományban lévık és szerzıdéssel foglalkoztatottak rész- és teljes munkaidısök összesen)? Írja be a pontos számot! …………….. 6. Közülük hányan foglalkoznak e-learninggel? Írja be a számot! ………….
7. Ajánlanak-e e-learning csomagokat kifejezetten a vidéken élı emberek számára? Igen Nem
8. Szervezetük mióta foglakozik e-learning képzésekkel? (Csak egy választ jelöljön meg!) A közeljövıben kívánunk ilyen képzéseket indítani Kevesebb, mint egy éve
1–5 év Több mint 5 éve 9. Fejlesztenek ki Önök e-learning anyagokat, tartalmakat. (Csak egy választ jelöljön meg!) Önállóan saját használatra Megbízásból külsı szakértıi cégek vagy egyének számára Az elızı kettı mindegyike
10. Az elmúlt 12 hónapban hány hallgatójuk tanult e-learning képzésen? Írja be a számot! …………………….. Ebbıl a nık aránya:………. (%) 11.
A
szervezett
kurzusaik
közül
hány
százalék
e-learning
kurzus?
20% alatt 21%–40% 41%–60% 61%–80% 81%–100% 12. Hány oktatási csomagot kínálnak jelenleg (a témák különbözısége tekintetében)? Írja be a számot! ……………………
13. Elsısorban milyen csoportokat céloznak meg e-learning-es kurzusaikkal? Rangsorolja a megadott válaszokat 1-tıl 5-ig fontosságuk sorrendjében (1. nem fontos, 2. kicsit fontos, 3. közepesen fontos, 4. fontos, 5. nagyon fontos)! Magánszemélyek Alkalmazottak Önfoglalkoztatók Munkanélküliek Diákok Egyéb személyek
Cégek/társaságok Nagyvállalatok (több mint 250 alkalmazott) Közepes vállalatok (50–250 alkalmazott) Kis vállalatok (10–50 alkalmazott) Mikro vállalatok (kevesebb, mint 10 alkalmazott) Közszféra cégei
14. Képzéseik milyen szakterületekhez köthetıek? (Több válasz is megjelölhetı) Üzlet és menedzsment Szekunder szektorhoz kötıdı mőszaki tudásanyag (gyártás, összeszerelés, egészség & biztonság stb.) Primer szektorhoz kapcsolódó tudásanyag (mezıgazdaság, erdészet, halászat stb.) Turizmus IKT, kommunikáció stb. Egyéb szolgáltatás Nyelvoktatás Egyéb, fentebb nem említett képzések (kérjük, írja le!) .................................................................................................................................................
15. Milyen típusú e-learning kurzusokat ajánlanak? Több válasz is megjelölhetı! E- learning, a hallgató önállóan dolgozik E- learning, oktatói felügyelettel/segítséggel Blended (vegyes) típusú tanulási módszer (e-learninggel kombinált tantermi oktatási forma) Egyéb (kérjük, írja le)……………………..
16. Milyen közvetítı módszereket használnak az e-learning kurzusok során? Több válasz is megjelölhetı! E-learning platformok (pl. WebCT, Moodle) Letölthetı anyagok a honlapon Video DVD/CD Tévémősor Rádiómősor Mobiltelefon Egyéb (kérjük, írja le)………………………… 17. Milyen eszközöket használnak e-learning kurzusaikon? Több válasz is megjelölhetı! Chat szoba Fórum Blogok*
Videókonferencia webkamerával E-mail Wiki* E-learning közösség* Podcasts* Egyéb, kérjük, írja le: .................................................................................................................................................
* Magyarázat: • Blog egy olyan weboldal, amelyet bármely internethasználó bıvíthet észrevételeivel, eseményekkel vagy egyéb anyagokkal (grafikák, videók). • A Wiki egy szoftver, amely lehetıvé teszi azt, hogy a felhasználók a weblaphoz új tartalmakat adjanak, vagy azon tartalmat módosítsanak. • Podcast valójában egy rendszeresen frissülı blog, amely nem csak csupán szöveget és képet jelenít meg, hanem hangot is • Az e-learning közösség: a tagjai között a kapcsolatot technológiai eszközök (az internet, konferenciahívás, videokonferencia, stb.) segítségével hozzák létre. 18. Milyen pedagógiai módszereket és tartalmakat használnak az e-learning kurzusaikon? Több válasz is megjelölhetı! Szövegek (hagyományos tananyag) Powerpoint prezentáció Játék alapú tanulás (GBL) Interaktív tartalom/ animációk Szimuláció Videók Hangos könyvek Linkgyőjtemény Email csatolmányok Szerepjáték Egyéb (kérjük, írja le!) ................................................................................................................................................. 19. Milyen eszközökkel kell rendelkeznie a hallgatóiknak? Több válasz is megjelölhetı! Internet PC Mobiltelefon
DVD lejátszó Egyéb (kérjük, írja le)……………………………..
20. A hallgatóiktól elvárják, hogy: Mindig elérhetı (online) legyen Nem szükséges állandó kapcsolat, csak bizonyos idıközönként 21. Tapasztalata alapján mely problémákkal kell megküzdenie, ha vidéki területeken élıknek kíván e-learning képzést indítani? A három legfontosabb problémát jelölje meg! Nem áll rendelkezésre megfelelı infrastruktúra (pl. ADSL hiánya) IT írástudatlanság A képzési anyagok nem megfelelıek A vidéki vállalkozók és munkavállalók számára nincs megfelelı támogatói háttér (szakértık) Vidéki lakosság, ill. munkáltatók nem megfelelı (korlátozott) pénzügyi háttere Támogatás (anyagi) hiánya Egyéb (kérjük, írja le)……………………………………………. 22. Mik voltak a legfıbb okok, ami miatt szervezetük e-learning képzéseket indított? Több válasz is megjelölhetı! Nagyvállalatok igényei (250 alkalmazott felett) KKV-k igényei (250 alkalmazottnál kevesebb) Magánszemélyek igényei Uniós, vagy nemzeti szintő támogatások lehetısége Egyéb (kérjük, írja le): ........................................................................... 23. Az e-learning képzéseik befejeztével a résztvevık milyen végzettséget / bizonyítványt szerezhetnek? Több válasz is megjelölhetı! Államilag elismert közép- ill. postszekonderi végzettséget Államilag elismert nem formális tanulással szerezhetı végzettséget igazoló diplomát Nemzetközileg elismert nem iskolarendszerő tanulással szerezhetı végzettséget igazoló diplomát A szervezetük saját oklevelét Egyéb (kérjük, írja le): ...................................................................................
24. Ki fizeti az Önök által szervezett e-learning képzéseket? Több válasz is megjelölhetı! A munkaadó fizeti A munkavállaló fizeti Állami vagy uniós támogatásból valósul meg Részben támogatásból, részben a résztvevı/munkáltató fizette Egyéb (kérjük, írja le)
25. Ön szerint milyen készségek szükségesek ahhoz, hogy a hallgatóik sikeresen befejezzék az e-learning képzést? Jelölje 1 és 5 között a fontossági sorrendet az alábbi tulajdonságoknál! 1 Egyáltalán nem fontos
2 Kicsit fontos
3 Fontos
4 Nagyon fontos
5 Legfontosabb
Önfegyelem Tanulni akarás Kritikus gondolkodás Elkötelezettség Megfelelı mennyiségő idı Egyéb, kérjük, írja le!:
26. Véleménye szerint az alábbiak közül melyek segítik elı leginkább az e-learning elterjedését az Ön szervezete esetében? Jelölje 1 és 5 között a fontossági sorrendet az alábbi elemeknél! 1 Egyáltalán nem fontos Gyors kapcsolat
internet
Képzett tanári kar Hatékony ügyintézés
2 Kicsit fontos
3 Fontos
4 Nagyon fontos
5 Legfontosabb
Új technológiák használata Jó marketing Igényekhez igazodó képzési/oktatási paletta Egyéb, kérjük, írja le!
27. Kínálatukban szerepel-e olyan képzés, amit bizonyos szempontból innovatívnak tartanak? Nem Igen Amennyiben válasza igen, kérjük, jelöljön meg egyet vagy többet az alábbiak közül: Új e-learning eszközök/technológiák Játék alapú tanulás (GBL) Speciális tanulási platform Mobiltelefon web 2.0 (olyan internetes szolgáltatások győjtıneve, amelyek elsısorban a közösségre épülnek, azaz a felhasználók közösen készítik a tartalmat vagy megosztják egymás információit, pl: Ning, Facebook, Blog) Wiki Egyéb, kérjük, írja le: ...................................................................................
Új e-learning pedagógiai módszerek Azonnali válaszadás az oktatóktól a hallgatóknak személyre szabottan Hallgatók számára más hallgatókkal történı kapcsolattartás Hallgatók az önálló munkát ötvözik vitákkal és tudáscserével Egyéb, kérjük, írja le: ..................................................................................... Hátrányos helyzető csoportok számára jobb elérhetıségő e-learning programok Új szervezeti és intézményi megoldások, mint pl. A kurzus diszkrimináció nélküli és kirekesztés mentes meghirdetése Online értékelés Adatvédelmi rendszer
Egyéb, kérjük, írja le: ....................................................................................... A felhasználók új típusú támogatása (helyi, nemzeti vagy uniós pénzügyi vagy nem pénzügyi támogatások felhasználása) A felhasználók igényeinek újfajta kielégítése, kérjük, írja le:……………………….. Egyéb (kérjük, írja le!)………………………..............................................................
A projekt során leltárt készítünk az Európában fellelhetı innovatív e-learning termékekrıl, amelyet a projekt honlapján www.e-ruralnet.eu teszünk közzé. Amennyiben szeretne ebben a leltárban szerepelni, kérjük, mutassa be egy-két mondatban az Ön szervezete által kínált leginnovatívabb terméket és adja meg azt a linket, ahonnan több információhoz juthatunk a termékkel kapcsolatban. A három leginnovatívabbnak vélt e-learning termékeket a 2011-ben Brüsszelben szervezendı projektzáró konferencián és az ezt követı versenyen mutatjuk be egy 12 európai ország szakértıibıl álló bizottság (zsőri) elıtt. Amennyiben további információt szeretne megtudni a projekttel kapcsolatban, keresse fel a projekt magyar kapcsolattartóját a
[email protected] e-mail címen. Köszönjük az együttmőködést!
5.2
E-LEARNERS QUESTIONNAIRE E-LEARNING ALAPÚ HÁLÓZAT A VIDÉK FEJLESZTÉSÉÉRT
Tisztelt Hölgyem/Uram! Ezennel meghívjuk Önt, hogy vegyen részt, egy 11 európai országot érintı felmérésben, melyet az Euracademy Observatory szervez az infokommunikációs technológiák által támogatott élethosszig tartó tanulás a vidéki területeken és az E-ruralnet kutatási témáiban. A kutatás célja információkat szerezni az e-learningen alapú oktatás vonatkozásában Európa szerte, feltárni az oktatással kapcsolatos igényeket, lehetıségeket, a kurzusokon való részvétel okait és motivációit, az ebbıl származó elınyöket. A kutatás kifejezetten a vidéken élı dolgozó (munkahellyel rendelkezı) és a jelenleg munkát keresı lakosságot kívánja megcélozni. Kérjük, töltse ki az alábbi kérdıívet, információt szolgáltatva azon e-learninges képzésekrıl, amelyen Ön legutóbb részt vett. A kérdıívben közölt információkat természetesen bizalmasan kezeljük és az Euracademy Observatory/E-ruralnet Network adatbázisában tároljuk. Csak statisztikai adatok kerülnek az Euracademy Observatory Eruralnet honlapjára (www.e-ruralnet.eu) a válaszoló személyes adataira való hivatkozás nélkül. Köszönjük, hogy a kérdıív kitöltésével hozzájárul az E-ruralnet kutatási projekt eredményességéhez. Együttmőködésének eredményeképp Ön egy olyan játékon alapú tanulási (GBL) módszer kifejlesztéséhez járul hozzá, amely segíti az e-learning iránt érdeklıdı felnıtteknek igényeit felmérni és hozzásegíti ıket a megfelelı e-learning szolgáltató megtalálásához. Amennyiben ennek a kérdıívnek a végén megadja e-mail címét, vagy elérhetıségét, úgy lehetısége van a regisztrációra és ezen GBL eszköz ingyenes használatára.
33 kérdés található a kérdıívben, melynek kitöltése kb.15 percet vesz igénybe.
SZŐRİ KÉRDÉSEK 1. Részt vett Ön bármilyen szakképzésen, miután befejezte középfokú vagy felsıfokú (fıiskola, egyetem) tanulmányait? Csak egy választ jelöljön meg! Igen Nem
ha igen, kérem lépjen a 2. kérdésre ha a válasza nem, kérem ne folytassa ezt a kérdıívet, hanem lépjen a www.e-ruralnet.eu honlapra és válaszoljon a kontrollcsoport kérdésekre.
2. Végezte-e bármely (vagy mindegyik) képzését e-learning* formában? Igen Nem
ha igen, kérem folytassa ezt a kérdıívet ha a válasza nem, kérem, lépjen a www.e-ruralnet.eu honlapra és válaszoljon a kontrol csoport kérdésekre.
*E- learning: olyan oktatási forma, melynek során a hallgató számítógép használatával interneten vagy egyéb kommunikációs csatornán keresztül vesz részt az oktatásban, de a személyes képzés lehetısége is fennáll.
1. RÉSZ: RÉSZVÉTEL AZ E-LEARNING OKTATÁSBAN 3. Milyen céllal vett részt az Ön által legutóbb látogatott e-learning képzésen? Csak egy választ jelöljön meg! üzleti készségek fejlesztése primer szektorhoz kapcsolódó mőszaki készségek fejlesztése (mezıgazdaság, állattenyésztés, erdıgazdálkodás, halgazdálkodás stb.) szekunder szektorhoz kapcsolódó mőszaki készségek fejlesztése (gyáripar, építıipar, egészség&megırzés stb) IKT (információs és kommunikációs technológia) jártasság fejlesztése turizmushoz kapcsolódó készségek fejlesztése egyéb szolgáltatásokhoz kapcsolódó készségek fejlesztése nyelvkészség fejlesztése egyéb (kérem, fejtse ki)................................................................................................ nincs válasz
4. Mennyi ideig tartott ez az e-learning kurzus? Csak egy választ jelöljön meg egy hónapig, vagy annál kevesebb egy és három hónap között három és hat hónap között hat hónapon túl nincs válasz
5. Honnan értesült errıl az e- learning kurzusról? Csak egy választ jelöljön meg Interneten kerestem rá az ilyen jellegő kurzuskora véletlenszerően akadtam rá internetes böngészéskor egyéb médiából értesültem (újsághirdetés, rádió, TV, plakát hirdetmény, kiadvány, brossúra stb.) munkaadóm informált munkaügyi hivatal vagy munkaközvetítı ügynökség felhívása alapján barátok, rokonok, kollégák tájékoztatása által Iskola/fıiskola/egyetem által a fent leírtaktól eltérı módon (kérem, fejtse ki) ……………………………………. nincs válasz 6. Miért pont ezt az e-learning kurzust választotta? Több lehetséges választ is megjelölhet hogy jobban végezzem munkámat és javuljanak karrier/elıléptetési lehetıségeim munkahelymegtartási szempontok vezéreltek munkát szeretnék/ új munkát/ a jelenlegit változtatni saját vállalkozást szeretnék indítani olyan területeken szeretnék tudást, szakismeretet szerezni, amelyek érdekelnek és a mindennapi életben hasznosíthatóak bizonyítvány/oklevél/képesítés megszerzése munkáltatóm elvárásának tettem eleget a fent leírtaktól más okból (kérem, fejtse ki)…………………………………………
7. Ki finanszírozta a kurzus költségeit? Csak egy választ jelöljön meg teljes egészében a munkáltatóm: kérem, folytassa a 9. kérdéssel teljes egészében saját magam: kérem, folytassa a 8. kérdéssel teljes egészében közpénzbıl (pl. országos/helyi önkormányzat, EU): kérem, folytassa a 9. kérdéssel vegyes finanszírozás: részben önköltség, részben egyéb forrás: kérem, folytassa a 8. kérdéssel egyéb (kérem, fejtse ki)................................................................................................ nincs válasz 8. Abban az esetben ha teljes egészében, vagy részben Ön finanszírozta a kurzus költségeit: a kurzus ára.... Csak egy választ jelöljön meg túl magas volt viszonylag drága reális alacsony nagyon alacsony nincs válasz 9. Milyen szintő IT készséggel (számítógép felhasználási ismeretek) rendelkezett, amikor ezt az e-learning kurzust választotta? Csak egy választ jelöljön meg megfelelı tudással a számítógép és az internet használatához nem megfelelı tudással a számítógép és az internet használatához egyáltalán nem rendelkeztem IT tudással nincs válasz 10. Szüksége volt szélessávú* internet csatlakozásra a kurzus teljesítéséhez? Igen Nem nincs válasz Ha igen, hol használt szélessávú* internetet? Több lehetséges választ is megjelölhet otthon
munkahelyen egyéb helyen (kérem írja le hol?) ................................................................
*Szélessávú: olyan folyamatos csatlakozási mód, amely lehetıvé teszi a felhasználó számára nagy kiterjesztéső fájlok le- és feltöltését, továbbá biztosítja online média tartalmak használatát (online rádió, film, flash animációk) tökéletesen. 11. Mikor fejezte be ezt az e-learning kurzust? Az elmúlt 6 hónapban Több mint 6 hónapja, de kevesebb, mint egy év Több mint egy éve, de kevesebb, mint 2 éve Több mint 2 éve Jelenleg is részt veszek ilyen kurzuson nincs válasz
2. RÉSZ: E-LEARNING MÓDSZEREK 12. Kérem, írja le milyen típusú e-learning kurzuson vett részt legutóbb: Csak egy választ jelöljön meg! távoktatás tutor (konzulens, tanulmányvezetı tanár) nélkül (önadminisztráció) távoktatás tutorral (konzulens, tanulmányvezetı tanár) vegyes rendszerő oktatás (távoktatás és személyes oktatás) egyéb (kérem, fejtse ki)................................................................................................ nincs válasz
13. A következıkben felsorolt “közvetítı eszközök” közül mely/melyeket használta az elearning kurzuson való részvételekor? Több lehetséges választ is megjelölhet e-learning felület (Moodle, blackboard stb.) weboldalak, az anyagok letöltéséhez video DVD/ CD televízió programok rádió programok mobiltelefon egyéb (kérem, fejtse ki)................................................................................................
14. Egyéb eszközt is használt a felsoroltak közül? Több lehetséges választ is megjelölhet chat- szobák vitacsoportok blog-ok* webkamerás videokonferencia e-mail-ek wiki* Online közösségek podcast* egyéb (kérem, fejtse ki)................................................................................................ * magyarázatok: • Blog : egy olyan periodikusan újabb bejegyzésekkel bıvülı weboldal, ahol események leírásától az olyan tartalmak megosztásáig terjed a másokkal való megosztás, mint pl.grafikák vagy videók. • Wiki :egy szerver szoftver része, amelyet a felhasználók szabadon bıvíthetnek, használhatnak, módosíthatnak, létrehozhatnak weboldal tartalmat, egyéb web böngészıt használva. • Podcast :digitális fájlok sorozata, általában vagy digitális audio vagy video fájl, amelyet a felhasználó szabadon letölthet saját eszközére.
15. Mely eszköz(ök) használatára számított a kurzus megkezdése elıtt, amelyet a képzés alatt kapni fog vagy használnia kell? Több lehetséges választ is megjelölhet
szöveges tananyag (hagyományos) powerpoint prezentáció játék alapú tanulás (GBL) interaktív és animációs tartalmak szimuláció videók hangos könyvek linkgyőjtemény e-mail csatolmányok szerepjátékon alapuló tanulás egyéb (kérem, fejtse ki)................................................................................................
16. A fent leírt módszerek és eszközök használata egyszerőnek bizonyult? Csak egy választ jelöljön meg igen, nagyon jobbára igen kevésbé egyáltalán nem nincs válasz 17. Egyetért azzal, hogy az e-learning kurzuson használt módszerek és eszközök innovatívnak (újszerő) mondhatóak? Csak egy választ jelöljön meg igen, nagyon jobbára igen kevésbé egyáltalán nem nincs válasz Ha igen, kérem, írja le melyik és miért?........................................................................... 18. Azt a tudást kapta-e ezen kurzuson, amire szüksége volt? Csak egy választ jelöljön meg igen, többet mint amire szükségem volt igen, mindazt amire szükségem volt nem annyit, mint amire szükségem lett volna, de sokat tanultam nem, amire szükségem lett volna azt egyáltalán nem nincs válasz
19. Használja-e a kurzuson megszerzett tudást? Csak egy választ jelöljön meg igen, sokat használom igen, egy kicsit nem, jelenleg nem, de talán majd a jövıben fogom használni nem, jelenleg nem, de a jövıben természetesen fogom használni egyáltalán nem fogom használni nincs válasz
20. Ha rész kívánna venni egy másik e-learning kurzuson, melyek lennének Ön szerint azok a dolgok, amelyeket szükséges lenne tovább tökéletesítni? Legfeljebb két választ jelöljön meg! az igényeimhez jobban illeszkedı tartalom több modern/innovatív oktatási eszköz több tutori támogatás (konzulens, tanulmányvezetı tanár) több lehetıség csapatmunkára a többi hallgatóval erısebb kapcsolódás az oklevélhez/képzettséghez egyéb (kérem, fejtse ki)................................................................................................ 3. RÉSZ AZ E-LEARNING KÉPZÉSEKEN VALÓ RÉSZVÉTELI HAJLANDÓSÁG ÉS MOTIVÁLTSÁG 21. Az alább felsoroltak közül gátolta-e Önt bármi abban, hogy az e-learning kurzuson elsajátított tudást a legjobban hasznosítsa? Több lehetséges választ is megjelölhet nem volt megfelelı hozzáférési lehetıségem a szükséges technikai eszközökhöz nem volt elegendı számítógépes ismeretem és jártasságom a kurzus folytatásához nem volt gyors internet csatlakozásom nem volt elég idım – az e-learning idıigényesebb, mint amire számítottam a kurzus tartalmának megértése nehéz és bonyolult volt nem volt elég önfegyelmem az önálló munkára nem korlátozott semmi egyéb (kérem, fejtse ki)................................................................................................ 22. Tekintettel e-learninges tapasztalataira, kérem, jelölje be mely állításokkal ért egyet, és melyekkel nem az alábbiak közül egyetértek
az IT-eszközök megkönnyítik a tanulást az IT alkalmazással tanulással töltött idıt lehet megtakarítani az e-learning rugalmas idıbeosztást tesz lehetıvé a tanulásban az e-learninggel idı és pénz takarítható meg, beleértve a kurzusokra való utazási költségeket számomra fontos (volt) , hogy magam határozhattam meg hogyan ütemezzem a tanulásra fordított idımet örömmel dolgoztam számítógéppel szeretem magam megválasztani a helyet, ahol tanulok az e-learning motiválóbb számomra, mint egy hagyományos kurzus egy e-learning kurzust sem részesítek elınyben
nem értek egyet
23. Származott-e már bármilyen elınye az Ön által elvégzett e-learning kurzusnak köszönhetıen? Legfeljebb két választ jelöljön meg! munkát / új munkát szereztem lehetıvé tette jelenlegi állásom megtartását jelenlegi munkhelyemen kineveztek (magasabb pozíció) fizetésemelést kaptam alkalmazást nyertem egy új / jobb állásban személyes érdeklıdésem /fejlıdésem elırehaladt a tréning nem eredményezett semmilyen kedvezı hatást egyéb (kérem, fejtse ki).......................................................... 24. Részt venne Ön újra egy ilyen e-learning alapú képzésben? Igen Nem nincs válasz 25. Ön szerint alkalmas lehet az e-learning a szakképesítés és tudás fejlesztésére, különös tekintettel a vidéki lakosságra? Csak egy választ jelöljön meg az e-learning forradalmasíthatja a folyamatos képzést, különösen a vidéki területeken az e-learning se nem jobb, se nem rosszabb, mint bármely más oktatási forma az e-learning kevésbé hatékony, mint a hagyományos képzési kurzusok ezt nem tudom megítélni nincs válasz
4. RÉSZ: A VÁLASZADÓ ADATAI Kérem, legyen szíves az alábbi néhány személyes kérdéseket megválaszolni. 26. Neme: Férfi Nı nincs válasz 27. Életkora: 35 év alatti
36 – 50 51 - 65 65 év feletti nincs válasz 28. Képzettsége: kevesebb, mint 8 osztály 8 általános Középiskolai érettségi vagy technikusi végzettség fıiskolai végzettség egyetemi végzettség nincs válasz 29. A település, ahol Ön él falu – kevesebb, mint 2000 lakos falu/ kisváros – 2001- 20 000 lakos nagyváros/megyei jogú város – 20 001 - 100 000 lakos kis/ közepes megyei jogú város – 100 001 - 300 000 lakos nagyobb város, több mint 300 000 lakos nincs válasz 30. A település, ahol Ön dolgozik: falu – kevesebb, mint 2000 lakos falu/ kisváros – 2001- 20 000 lakos nagyváros/megyei jogú város – 20 001 - 100 000 lakos kis/ közepes megyei jogú város – 100 001 - 300 000 lakos nagyobb város, több mint 300 001 lakos inaktív vagyok jelenleg munkanélküli vagyok 31. A munka jellege: Mikro vállalkozás/szervezet alkalmazottja (1-10 alkalmazott) Kisvállalkozás/szervezet alkalmazottja (11-50 alkalmazott) Középvállalkozás/szervezet alkalmazottja (51-250 alkalmazott) Nagyvállalat/szervezet alkalmazottja (250 alkalmazott felett) Önfoglalkoztató (minden munkavállaló, aki nem bérbıl és fizetésbıl, hanem kizárólag saját munkája hasznából él.) Egyéni vállalkozó
Munkanélküli, nem dolgozik Egyéb (kérem, fejtse ki)................................................................................................ nincs válasz
32. Ahol Ön dolgozik (vagy dolgozott): közszféra magán szféra nincs válasz 33. Munkahelye (vagy volt munkahelye) melyik ágazatban mőködik? Primer szektor (mezıgazdaság, állattenyésztés, erdıgazdaság, halászat stb.) Szekunder szektor (gyáripar, építıipar, egészség&megırzés stb.) Turizmus IT, telekommunikáció Egyéb szolgáltató Egyéb (kérem, fejtse ki)................................................................................................ nincs válasz
Köszönjük szépen együttmőködését!
Kérjük, adja meg nevét és e-mail címét, amennyiben, szeretné, hogy kapcsolatba lépjünk Önnel az E-ruralnet Hálózat által kifejlesztett játék alapú eszköz tesztelésének lehetıségével kapcsolatban. Név……………………………………………………………………………………… E-mail cím……………………………………
5.3
CONTROL GROUP QUESTIONNAIRE E-LEARNING ALAPÚ HÁLÓZAT VIDÉKI FEJLESZTÉSÉÉRT
Ezennel meghívjuk Önt, hogy vegyen részt, egy 11 európai országot érintı felmérésben, melyet az Euracademy Observatory szervez az infokommunikációs technológiák által támogatott élethosszig tartó tanulás a vidéki területeken és az E-ruralnet kutatási témáiban. A kutatás célja információkat szerezni az e-learningen alapú oktatás vonatkozásában Európa szerte, feltárni az oktatással kapcsolatos igényeket, lehetıségeket, a kurzusokon való részvétel okait és motivációit, az ebbıl származó elınyöket. A kutatás kifejezetten a vidéken élı dolgozó (munkahellyel rendelkezı) és a jelenleg munkát keresı lakosságot kívánja megcélozni. Kérjük, töltse ki az alábbi kérdıívet, információt szolgáltatva azon e-learninges képzésekrıl, amelyen Ön legutóbb részt vett. A kérdıívben közölt információkat természetesen bizalmasan kezeljük és az Euracademy Observatory/E-ruralnet Network adatbázisában tároljuk. Csak statisztikai adatok kerülnek az Euracademy Observatory Eruralnet honlapjára (www.e-ruralnet.eu) a válaszoló személyes adataira való hivatkozás nélkül. Köszönjük, hogy a kérdıív kitöltésével hozzájárul az E-ruralnet kutatási projekt eredményességéhez. Együttmőködésének eredményeképp Ön egy olyan játékon alapú tanulási (GBL) módszer kifejlesztéséhez járul hozzá, amely segíti az e-learning iránt érdeklıdı felnıtteknek igényeit felmérni és hozzásegíti ıket a megfelelı e-learning szolgáltató megtalálásához. Amennyiben ennek a kérdıívnek a végén megadja e-mail címét, vagy elérhetıségét, úgy lehetısége van a regisztrációra és ezen GBL eszköz ingyenes használatára.
33 kérdés található a kérdıívben, melynek kitöltése körülbelül 15 percet vesz igénybe.
SZŐRİ KÉRDÉSEK 1. Részt vett Ön bármilyen szakképzésen, miután befejezte középfokú vagy felsıfokú (fıiskola, egyetem) tanulmányait? Csak egy választ jelöljön meg! Igen Nem
ha igen, kérem folytassa a 2. kérdéssel ha nem, kérem, folytassa a 13. kérdéstıl (2. rész)
2. Végezte-e bármely vagy mindegyik képzését e-learning* formában? Igen
ha IGEN, kérem, lépjen a www.e-ruralnet.eu oldalra, és töltse ki az etanulók számára készített kérdıívünket ha NEM, kérem, folytassa EZT a kérdıívet
Nem
*E- learning: olyan oktatási forma, melynek során a hallgató számítógép használatával interneten vagy egyéb kommunikációs csatornán keresztül vesz részt az oktatásban, de a személyes képzés lehetısége is fennáll. 1. RÉSZ AKIK RÉSZTVETTEK SZAKMAI KÉPZÉSEN
3. Hány szakképzésben vett már részt azóta, hogy befejezte tanulmányait (általános iskola, középiskola, fıiskola, egyetem)? Csak egy választ jelöljön meg! egy 2–5 6–10 több, mint 10 nincs válasz
4. Mely meghatározás a legalkalmasabb az Ön által legutóbb látogatott iskola rendszeren kívüli és informális (önkéntes) kurzus jellegére? Milyen céllal vett részt az Ön által legutóbb látogatott e-learning képzésen? Csak egy választ jelöljön meg! üzleti készségek fejlesztése primer szektorhoz kapcsolódó mőszaki készségek fejlesztése (mezıgazdaság, állattenyésztés, erdıgazdálkodás, halgazdálkodás stb.) szekunder szektorhoz kapcsolódó mőszaki készségek fejlesztése (gyáripar, építıipar, egészség&megırzés stb) IKT (információs és kommunikációs technológia) jártasság fejlesztése turizmushoz kapcsolódó készségek fejlesztése egyéb szolgáltatásokhoz kapcsolódó készségek fejlesztése nyelvkészség fejlesztése egyéb (kérem, fejtse ki).............................................................................................. nincs válasz
5. Mennyi ideig tartott ez a kurzus? Csak egy választ jelöljön meg egy hónapig, vagy annál kevesebb egy és három hónap között három és hat hónap között hat hónapon túl nincs válasz 6. Honnan értesült errıl a kurzusról? Csak egy választ jelöljön meg Interneten kerestem rá az ilyen jellegő kurzuskora véletlenszerően akadtam rá internetes böngészéskor egyéb médiából értesültem (újsághirdetés, rádió, TV, plakát hirdetmény, kiadvány, brossúra stb.) munkaadóm informált munkaügyi hivatal vagy munkaközvetítı ügynökség felhívása alapján barátok, rokonok, kollégák tájékoztatása által Iskola/fıiskola/egyetem által a fent leírtaktól eltérı módon (kérem, fejtse ki) ……………………………………. nincs válasz
7. Miért választotta ezt a kurzust? Egynél több választ is megjelölhet! hogy jobban végezzem munkámat és szélesedjenek karrier/elıléptetési lehetıségeim munkahelymegtartási szempontok vezéreltek munkát szeretnék/ új munkát/ a jelenlegit változtatni saját vállalkozást szeretnék indítani olyan területeken szeretnék tudást, szakismeretet szerezni, amelyek érdekelnek és a mindennapi életben hasznosíthatóak bizonyítvány/oklevél/képesítés megszerzése munkáltatóm elvárásának tettem eleget a fent leírtaktól eltérı okból (kérem, fejtse ki) 8. Ki finanszírozta a kurzus költségeit? Csak egy választ jelöljön meg teljes egészében a munkáltatóm: kérem, folytassa a 10. kérdéssel teljes egészében saját magam: kérem, folytassa a 9. kérdéssel teljes egészében közpénzbıl (pl. országos/helyi önkormányzat, EU): kérem, folytassa a 10. kérdéssel vegyes finanszírozás: részben önköltség, részben egyéb forrás: kérem, folytassa a 9. kérdéssel egyéb (kérem, fejtse ki)................................................................................................ nincs válasz 9. Amennyiben teljes egészében, vagy részben Ön fedezte a kurzus költségeit: a kurzus ára.... Csak egy választ jelöljön meg túl magas volt viszonylag drága elfogadható (reális) alacsony nagyon alacsony nincs válasz
10. Mikor fejezte be ezt a kurzust? Csak egy választ jelöljön meg Az elmúlt 6 hónapban Több mint 6 hónapja, de kevesebb, mint egy év Több mint egy éve, de kevesebb, mint 2 éve Több mint 2 éve Jelenleg is részt veszek ilyen kurzuson nincs válasz 11. Tudta-e már alkalmazni a kurzus során megszerzett tudást? Csak egy választ jelöljön meg Igen, sokat tudok a megszerzett tudásból felhasználni. Igen, bár csak egy keveset tudok a megszerzett tudásból felhasználni. Nem, jelenleg nem tudom alkalmazni a megszerzett tudást, de a jövıben talán igen. Nem, jelenleg nem tudom alkalmazni a megszerzett tudást, de a jövıben biztosan. Egyáltalán nem tudom felhasználni ezt a megszerzett tudást. nincs válasz 12. Származott-e már bármilyen elınye az Ön által elvégzett e-learning kurzusnak köszönhetıen? Egynél több választ is megjelölhet! munkát / új munkát szereztem lehetıvé tette jelenlegi állásom megtartását jelenlegi munkahelyemen kineveztek (magasabb pozíció) fizetésemelést kaptam alkalmazást nyertem egy új / jobb állásban személyes érdeklıdésem /fejlıdésem elırehaladt a tréning nem eredményezett semmilyen kedvezı hatást egyéb (kérem, fejtse ki)................................................
2. RÉSZ AKIK NEM VETTEK RÉSZT SZAKKÉPZÉSEN
13. Miért nem vett részt iskolai rendszeren kívüli és informális (önkéntes) képzésen azóta, hogy befejezte tanulmányait? (általános iskola, középiskola, fıiskola, egyetem) Egynél több választ is megjelölhet! nincs idım családi kötelezettségeim miatt nincs idım munkahelyi kötelezettségeim miatt túl drága képesítéseim elegendıek a munkámhoz nem rendelkezem információval ilyen képzésrıl túl messzire kell utaznom, hogy rész vegyek a képzésen munkahelyi vezetım részérıl nincs késztetés nem vagyok biztos benne, hogy jó ötlet ismét visszaülni az iskolapadba életkori és egészségügyi indokaim vannak egyéb (kérem, fejtse ki)............................................................................................... 14. Érdekelné Önt, karrierje jelenlegi állása szerint egy szakirányú képzésben való részvétel? Csak egy választ jelöljön meg Igen (kérem, lépjen a 15. kérdésre) Nem (kérem, lépjen a 19. kérdésre) nincs válasz 15. Az elmúlt 12 hónap folyamán keresett Ön információkat a tanulási lehetıségekkel kapcsolatban? Csak egy választ jelöljön meg Igen (kérem, lépjen a 16. kérdésre) Nem (kérem, lépjen a 17. kérdésre) nincs válasz 16. Ha igen, milyen módon próbált meg valamit is megtudni az oktatási lehetıségekrıl? Csak egy választ jelöljön meg Interneten kerestem rá az ilyen jellegő kurzuskora véletlenszerően akadtam rá internetes böngészéskor
egyéb médiából értesültem (újsághirdetés, rádió, TV, plakát hirdetmény, kiadvány, tájékoztatólevél stb.) munkaadóm informált munkaügyi hivatal vagy munkaközvetítı ügynökség felhívása alapján barátok, rokonok, kollégák tájékoztatása által Iskola/fıiskola/egyetem által a fent leírtaktól eltérı módon (kérem, fejtse ki) ……………………………………. 17. Ha úgy döntene, hogy részt vesz egy képzésen, milyen jellegő képzést választana? Csak egy választ jelöljön meg üzleti készségek fejlesztése primer szektorhoz kapcsolódó mőszaki készségek fejlesztése (mezıgazdaság, állattenyésztés, erdıgazdálkodás, halgazdálkodás stb.) szekunder szektorhoz kapcsolódó mőszaki készségek fejlesztése (gyáripar, építıipar, egészség&megırzés stb) IKT (információs és kommunikációs technológia) jártasság fejlesztése turizmushoz kapcsolódó készségek fejlesztése egyéb szolgáltatásokhoz kapcsolódó készségek fejlesztése nyelvkészség fejlesztése egyéb (kérem, fejtse ki)......................................................................................... nincs válasz 18. Részt venne Ön olyan képzésen, amely internet használathoz kötött és az Ön által ez elızı kérdésben megjelölt készség és tudás megszerzését segítené elı? Csak egy választ jelöljön meg Igen Nem nincs válasz
3. RÉSZ VÉLEMÉNYEK AZ E-LEARNINGRİL
19. Hallott már e-learningrıl? Csak egy választ jelöljön meg Igen Nem nincs válasz
20.
Kipróbálná az e-learninges képzést? Csak egy választ jelöljön meg Igen Nem Nem tudom nincs válasz
21. Tapasztalatai ismeretében az alábbi állítások közül kérem, jelölje be melyekkel ért egyet és melyekkel nem.
Egyetért
Nem ért egyet
Nincs válasz
az internet és a számítógép megkönnyítik a tanulást a számítógép és az internet használatával tanulási idıt lehet megtakarítani az e-learning rugalmas idıbeosztást tesz lehetıvé a tanulásban az e-learninggel idı és pénz takarítható meg (a kurzusokra való utazási költség) az e-learning lehetıvé teszi, hogy magam ütemezzem a tanulást a számítógépes tanulás élvezet az e-learningnek köszönhetıen magma határozom meg, hol akarok tanulni az e-learning motiválóbb lehet, mint egy hagyományos kurzus az e-learning kurzus sokkal bonyolultabb, mint a hagyományos oktatás (pl: tantermi oktatás)
22. Egyet ért-e az alábbi állításokkal? Tartózkodási helyemen (munkahely, lakóhely) az alábbi tényezık miatt nem veszek részt e-learninges képzésen:
Egyetért a számítógép vásárlás és az internez hozzáférés túl drága tartózkodási helyemen (munkahely, lakóhely) nincsen a gyors internet számára szükséges infrastruktúra az emberek meggyızıdése az, hogy vidéken nincs szükség IT készségekre széleskörő az IT tanulatlanság
Nem ért egyet
Nincs válasz
23. Ön szerint alkalmas lehet az e-learning a szakképesítés és tudás fejlesztésére, különös tekintettel a vidéki lakosságra? Csak egy választ jelöljön meg! az e-learning forradalmasíthatja a folyamatos képzést, különösen a vidéki területeken az e-learning se nem jobb, se nem rosszabb, mint bármely más oktatási forma az e-learning kevésbé hatékony és hasznos, mint a hagyományos képzési kurzusok ezt nem tudom megítélni nincs válasz
4. RÉSZ: A VÁLASZADÓ ADATAI Kérem, legyen szíves az alábbi néhány személyes kérdéseket megválaszolni 24. Ön: Csak egy választ jelöljön meg! Férfi Nı nincs válasz 25. Életkora: Csak egy választ jelöljön meg! 35 év alatti 36 – 50 51 - 65 65 év feletti nincs válasz
26. Képzettségét illetıen Ön: Csak egy választ jelöljön meg! kevesebb, mint 8 osztály 8 általános Középiskolai érettségi vagy technikusi végzettség fıiskolai végzettség egyetemi végzettség nincs válasz
27. A település, ahol Ön él: Csak egy választ jelöljön meg! falu – kevesebb, mint 2000 lakos falu/ kisváros – 2001-20 000 lakos nagyváros/megyei jogú város – 20 001 - 100 000 lakos kis/ közepes megyei jogú város – 100 001 - 300 000 lakos nagyobb város, több mint 300 000 lakos nincs válasz
28. A település, ahol Ön dolgozik: Csak egy választ jelöljön meg! falu – kevesebb, mint 2000 lakos falu/ kisváros – 2001- 20 000 lakos nagyváros/megyei jogú város – 20 001 - 100 000 lakos kis/ közepes megyei jogú város – 100 001 - 300 000 lakos nagyobb város, több mint 300 000 lakos jelenleg nem dolgozom nincs válasz
29. A munka jellege: Csak egy választ jelöljön meg! Mikro vállalkozás/szervezet alkalmazottja (1-10 alkalmazott) Kisvállalkozás/szervezet alkalmazottja (11-50 alkalmazott) Középvállalkozás/szervezet alkalmazottja (51-250 alkalmazott) Nagyvállalat/szervezet alkalmazottja (250 alkalmazott felett) Önfoglalkoztató (minden munkavállaló, aki nem bérbıl és fizetésbıl, hanem kizárólag saját munkája hasznából él.) Egyéni vállalkozó Munkanélküli Nem dolgozik (kérem, lépjen a 32. kérdésre) Egyéb (kérem, fejtse ki)............................................ nincs válasz 30. Ahol Ön dolgozik (vagy dolgozott): Csak egy választ jelöljön meg! közszféra magán szféra nincs válasz
31. Ahol Ön dolgozik (dolgozott, amennyiben munkanélküli): Csak egy választ jelöljön meg! Primer szektor (mezıgazdaság, állattenyésztés, erdıgazdaság, halászat stb. ) Szekunder szektor (gyáripar, építıipar, egészség&védelem stb.) Turizmus ICT, telekommunikáció Egyéb szolgáltató Egyéb (kérem, fejtse ki)................................................................................................ nincs válasz 32. Van Önnek szélessávú internet csatlakozása*? Csak egy választ jelöljön meg! Igen Nem nincs válasz *A szélessávú internet lehetıvé teszi a felhasználó számára, hogy nagy sebességgel tudjon nagy fájlokat fel- és letölteni és online multimédiás tartalmakat használni (online rádió, filmek, flash animációk) kiváló minıségben. Ha igen, hol? (több választ is megjelölhet) otthon munkahelyen 33. Milyen szintő az Ön IT készsége? Csak egy választ jelöljön meg! elegendı a könnyő IT használathoz nem elegendı a könnyő IT használathoz nem rendelkezem IT készséggel nincs válasz Köszönjük szépen együttmőködését! Kérjük, adja meg nevét és e-mail címét, amennyiben, szeretné, hogy kapcsolatba lépjünk Önnel az E-ruralnet Hálózat által kifejlesztett játék alapú eszköz tesztelésének lehetıségével kapcsolatban. Név……………………………………………………………………………………… E-mail cím…………………………………….................................................................
