Online learning provision - review: discussion paper and next steps

Annex B

Young People Views

1. NDA User Research – June 2024

Education Scotland undertook a User Research survey when considering options for the National Digital Academy manifesto commitment. 2,215 Learners responded to a survey, with a specific interrupted learners questionnaire (14 learners), and a further 54 participants through interviews and focus groups

Key findings from the user research are as follows:

• The majority of learners (80% of survey respondents) are already taking advantage of online resources to support them with their studies.
• 41% of all respondents reported wanting to take a course that was not available to them, with this want increasing with each year group (S3-S6).
• 21% of respondents were studying subjects delivered outside their school’s standard offering (this percentage was significantly higher at S6: 36%).
• Some learners valued the flexibility of online options and expressed excitement about organising their own workload. However, many learners were concerned about the level of self-motivation and independent learning skills required for online learning, particularly the self-study option.
• Senior phase learners are better placed than learners at earlier stages of their education to adjust to online learning environments.
• Many learners will likely initially prefer purely in-school offerings, but a majority see a benefit in adding one or another version of online learning.
• Experience with online study resources is statistically associated with a decrease in a preference for purely in-school versions.
• The findings emphasise the need to maintain human connection via practical academic support as well as emotional support and this is most apparent for Additional Support Need (ASN) learners, who rely on the support for learning assistance.
• Online learning gives teachers who require flexibility an opportunity to stay with the profession in a way that suits them.
• The percentages of respondents being interested in studying for the following qualifications were;
  • National Qualifications not run at their school (49%), National Progression Awards (NPAs) or NPA units at SCQF Level 4, 5 and 6 (31%) and, short courses to support learning in specific aspects of National Qualifications (20%).
• The top 10 subjects respondents most frequently expressed an interest in studying but were not able to were;
  • Psychology (19%), Sociology (13%), Italian (11%), Philosophy (10%), Childcare and Development (10%), Engineering Science (10%), English (9%), Biology (8%), German (8%) and, Fashion and Textile Technology (8%).

2. Other Feedback

Recent Children and Young People Engagement as part of work on education reform has included the following feedback.

2.1 Scottish Youth Parliament report feedback on digital learning (18 MSYPs):

It was a mixed response from participants as to the benefits of online learning compared to in-person learning and whether they were as good as each other. Those who agreed that online learning is just as good as in person felt that they could spend more time focused on learning and studying rather than travelling, getting ready or rushing to attend somewhere in-person (particularly when it came to university). They did suggest that the quality of online learning was very contingent on the teacher and/or lesson facilitator but felt that generally online learning was a more accessible option for a wide range of young people – and could include those who did not or would not attend school in person.

Alternatively, those who did not agree focused primarily on the lack of 1-2-1 feedback as online learning was mostly – if not always – conducted in large group calls and there was very little chance for a student to speak directly and privately to their teacher, if they had questions or needed specific help.

They felt that during Covid-19 their online learning was a hinderance to education and they regressed hugely, especially for those in primary school as the online methods were not adapted well to primary school/early years learning

2.2 Young Scot report summary of feedback on digital learning (seven young people aged between 13 and 17 years old):

The Panel felt that there were a lot of positives linked to digital learning and that it is something that does have a place in classrooms in the future. They discussed that it is something that would need to be regulated so that information gained is gathered from trusted sources. They said that it can be less social, meaning that the mental health of young people could be impacted negatively if overused. They also highlighted that there can be a stigma around its use to support young people with additional support needs such as dyslexia and that this is something that would need to be addressed. It was acknowledged that everyone has different needs and that there are benefits to both low-fi and digital learning, highlighting that there should be a balanced approach to how they are used.