Hvad ved vi om elevernes syn på digitale læremidler?

1.059 elever fra STX besvarede i løbet af de to første uge af juni i år et spørgeskema om deres oplevelser med de digitale læremidler i iBiblioteket. Med i alt 1.517 elev-besvarelser udgjorde STX-eleverne dermed langt den største respondentgruppe. De øvrige svar fordelte sig på HTX, HHX, HF og EUX og i nævnte rækkefølge. Alle elever gik på en af de lidt over 200 skoler, der havde tilmeldt sig ordningen med fri adgang til digitale læremidler fra de fire danske forlag: Dansklærerforeningens Forlag, Forlaget Columbus, Gyldendal og Systime.

 

Det var – som forventet – flest piger, der havde svaret og næsten halvdelen (41 %) gik i 1.g. Det var altså elever, der stadig blev fjernundervist på det pågældende tidspunkt.

En Ordsky af svarene på spørgsmålet ”Hvilke digitale bøger har I brugt i de seneste uger?” illustrer et meget komplekst mønster. Som forventet er forlag og fagnavne de hyppigste ord i elevernes formuleringer, men ca. 40 af eleverne angav, at de slet ikke havde anvendt digitale læremidler i perioden.

Listen viser også, at svarene ikke afgrænser sig til iBibliotekets materialer alene. Materialer som fx Yubio og MeeBook nævnes af hhv. 40 og 6 elever.

Hvad var – ifølge eleverne – de bedste titler? Og hvorfor?

På spørgsmålet: ”Hvad var den bedste digitale titel, du har arbejdet med?” er der heldigvis en stor spredning. Alle fag og alle mulige materialer nævnes, så etablering af et entydigt mønster er ikke muligt. Udgivelser som Yubio (biologi) og platforme som restudy.dk er nævnt enkelte gange, men ellers skriver eleverne enten, at alle de digitale læremidler de har arbejdet med, har været gode – eller at de ikke kan huske, hvilke de har brugt.

 

I begrundelserne for at netop det valgte materiale var det bedste, kommer mange af eleverne med længere formuleringer, der her er grupperet i 5 begrundelsestyper samt en liste af mere generelle formuleringer. Tabellen dækker 42 tilfældigt udvalgte elevsvar, men dækker de typer af svar, der forekommer i de øvrige begrundelser.

 

FUNKTION (oplevelsen af målopfyldelse) INDHOLD STRUKTUR

(navigationen)

FORMIDLING

(kommunikationen)

MULTIMODALITETEN (teknologien) GENERELLE KOMMENTARER
1.      det har hjulpet godt med DHO’en, der er megen relevant information at finde om Danmarks historie.

2.      Hjælp mig gennem DHO

3.      Det var matematik, det var nemmere at bruge

4.      Det var spændende at læse deri, og det hjalp godt til min DHO

5.      Fordi det reddede mig til eksamen, kort og godt

 

 

1.      Derudover er det nogle dygtige skribenter/studerend, som har skrevet teksterne om diverse historie begivenheder.

2.      deres bøger er bredt fagnende og rummer alle fag

3.      Det havde relevante informationer og var noget vi benyttede os af før corona

4.      Gode figurer

5.      Rigtig gode forklaringer og afdækning af forskellige emner

 

 

1.      Danmarkshistorien.dk: det er en overskuelig side, hvor man selv kan søge rundt i arkiver.

2.      Bogen er meget nem at finde rundt i – overskuelig.

3.      Fordi den var struktureret på en god måde, hvor alt kunne findes nemt. Desuden billeder + videoer.

4.      Det var nemmere at have med at gøre, og nemt at overskue. Det var godt at man kunne løse opgaver om det (sproglige) emne man var i gang med, i mens at man læste om det

5.      overskueligt

6.      Det er informativt og sat smart op

7.      Det var overskueligt og nemt at finde frem til de oplysninger jeg ledte efter

8.      Bøgerne fra systime er gode, fordi det står skrevet på en god og overskuelig måde.

9.      Overskueligt og meget materiale samlet samme sted

10.    Der er relativt korte og overskuelige kapitler efterfulgt af opgaver

11.    fordi det var let og overskueligt. Godt system i bogen

12.    Det var dejligt overskueligt ifht. eksamensoplæsning (god formelsamling)

1.      Det er lærerbøger og er gode til at formidle viden på en forståelig måde

2.      Mange informationer forklaret lige så godt som en lære kunne gøre det.

3.      det er letlæseligt

4.      Systime forklarer det meget nemt og forståeligt. Og der er tit forklaringer på forklaringer på ord i teksten, som gør det nemt at forstå

5.      Gode forklaringer, øvelser, interaktiviteter

6.      Let forståeligt, spændende emner

7.      Meget af det materiale vi læser er godt bearbejdet og let forståligt

8.      Letlæseligt, lidt mere krydrede formuleringer, fungerede som godt supplement til DHO

9.      Velformuleret, let overskueligt, godt materiale + opgaver

 

1.      Dette materiale inkluderede bla. videoer såvel som små interaktive medier hvoraf man kunne “quizze” med det i videoen for at sikre sig man havde lært det man skulle.

2.      Altså er fan af, at man kan lave noter i bøgerne, og søge i dem

3.      Grammatikken blev gennemgået på en side, uden nogle afbrydelser af f.eks. opgaver ol. efterfulgt af en side hvor alle opgaverne indenfor det emne lå MED feedback (forkert/rigtigt) når løst

4.      Man kan vælge præcis de grammatiske emner man vil

5.      Fordi man kunne tage noter og overstrege vigtige ting

6.      Det gav gode uddybene forklaringer og havde gode digitle værktøjer

 

 

 

1.      fordi vi havde brugt den før

2.      Det er bare det vi bruger

3.      materialet favner bredt, dog kunne der ønskes flere dybdegående forklaringer

4.      det var det heller ikke (det beedste) det er bare den eneste vi har brugt

5.      fordi der er meget materiale

 

 

 

 

Hver 10. af eleverne begrunder vurderingen (som det bedste læremiddel) med, at det opfyldte det konkrete behov vedkommende oplevede. Det kunne det det skulle kunne – opfyldte den forventede funktion.

 

Andre ca. 10 % beskriver adgangen til informationer og gode forklaringer som begrundelse for deres vurdering. Denne begrundelses-type har jeg valgt at kalde ”Indhold”, men hvis man ser på elevernes formuleringer, er den typologiske grænsedragning ikke helt tydelig. Begrundelses-typen ”formidling” overlapper sandsynligvis i elevernes vurdering af indholdet. Det vil være en god ide med begreber, der kan adskille form og indhold – formidlingen og selve teksten – i elevernes vurdering. Men det vil kræve andre og mere specifikke spørgsmål og liggerderfor udenfor rammerne af denne undersøgelse. Hér bibeholdes en overlappende kategorisering. Generelt er må des ses som positivt, at så mange elever er opmærksomme på formidlingens betydning for læremidlernes kvalitet.

 

Den hyppigste begrundelse er – for mig meget slående – strukturen. I samtaler med undervisere har jeg ofte hørt, at netop strukturen i de digitale materialer generelt er uigennemsigtig og ofte uhensigtsmæssig. Men i denne stikprøve er der lige så mange elever, der angiver, den gode struktur i læremidlerne som begrundelsen for deres positive vurdering, som de to foregående argumenter – indhold og funktion – til sammen. Umiddelbart kunne det fund give anledning til: 1) lave en lignende analyse på resterende svar i denne undersøgelse og 2) at undersøge hvorvidt der er en generations-mæssigt divergerende vurdering af navigationsudfordringen i de digitale materialer.

 

I posen med blandede ‘godter’ kan man finde skønne formuleringer som:

Man følte at man var sammen med ens venner (på en måde) (L2235)

Den hjalp med afleveringer (L2210)

Synes alt var godt (L2295)

Det var interresant og noget skolen ikke abonnere på så også nyt for vores lærer (L25029

Det lærte mig matematik” og ”Fordi man lærer matematik af det” (L2526 og L2538)

 

 

Men hvorfor var det dårligste digitale materiale dårligt – ifølge eleverne?

Her er vi åbenbart kommet så langt hen i spørgeskemaet, at flere respondenter er faldet fra. Mange ”blanke” svar og flere der skriver ”ved ikke” eller ”husker ikke”. Når det er sagt, så er der nogle meget direkte og kritiske formuleringer imellem.

 

Jeg har tilfældigt udvalgt 42 (af de meningsfulde) svar – og delt dem ind i følgende typer af kritik.

 

FUNKTION (oplevelsen af målopfyldelse) INDHOLD

(fejl, mangler mv.)

STRUKTUR

(navigationen)

FORMIDLING

(kommunikationen)

MULTIMODALITETEN (teknologien) GENERELLE KOMMENTARER
1.     Nogle bøger er ikke så teoretisk informative

2.     gjorde mig sløv

 

1.     Der er nogle gange fejl i denne bog – og der er ofte for meget tekst til det punkt det bliver forvirrende, men modsat står der ikke nok til at man kan forstå det hele.

2.     Manglende forklaringer på forskellige emner

3.     Det materiale der plejer at være dårligt for mig er ting jeg ikke kan relatere til eller ting jeg ikke synes er interessant.
Og især materialer der har kildekritik.

4.     Ikke nok forklaringer på de forskellige love og ofte kan man ikke finde oplysninger nok til at løse en opgave

5.     Fordi den er meget kringlet og der er ikke særlig meget brugbart da det hele er ret overordnet

6.     Fordi vi arbejdede med digte

7.     Dårligt oversat fra dansk til engelsk

8.     Det var ikke særlig uddybende materiale, jeg følte ikke hele pensum blev gennemgået ordentligt

1.     den er svær at navigere i

2.     Meget rodet, formler, lange tekster, eksempler og opgaver stå på samme sider i en stor blanding. Det afbryder læsningen og er distraherende

3.     Ikke overskueligt

4.     Bøgerne var svære at navigere i.

5.     Fordi kapitlerne stod udover 6-7 forskellige sider

6.     Fordi det var alt for forvirrende og man kunne ikke rigtig finde tingene fordi de ikke havde overemner til det ting der skulle bruges.

7.     Pas – men materialet er dårligt, hvis det er svært at finde rundt i ibogen

8.     Svært at finde rundt og giver tunge forklaringer

9.     det var meget forvirrende at finde rundt

10.  Det er ikke decideret dårligt, men eksempler og beviser sejler lidt rundt mellem hinanden nogle gange synes jeg, og så står tingene ikke i samme rækkefølge som den fysiske bog. Nu har jeg ikke haft psykologi-bogen fysisk, så jeg ved ikke om det er samme tilfælde med den, men det lægger jeg bare mærke til ved matematikbogen. Så bliver det sværere at vælge at læse den digitalt, hvis læreren bare skriver sidetal til en fysisk bog

 

1.     Forvirrende og ikke altid forklaringerne giver mening

2.     Fordi der var for lange, indviklede forklaringer, uden gode billeder/videoer. Det er vigtigt at også have visuel forklaring med.

3.     Kedelige formuleringer, for meget tekst på én gang

4.     stavefejl, og beviser der er sværere end de behøves at være+dårlige forklaringer

5.     fordi det er alt for meget unødvendig viden og det er svært at overskue at læse.

6.     det er meget forvirrende at arbejde med, både måden den er på men også selve teksten

7.     Fordi at det er svært at finde rundt i

8.     For lange sider med uafbrudt tekst

 

1.     Søgefunktionerne er ikke særlig gode på Systime, og hvis man ikke har fået et bestemt link til en side, er det svært at finde rundt i

2.     Lang kø til hjemmesiden.

3.     Den var utydelig og svær at læse

4.     Nogle gange havde jeg problemer med at logge ind på systime

5.     UNI-login var besværligt, og det var svært at finde materialet, som man skulle bruge, da man selv skulle søge efter det og prøve at finde det rigtige ud af de mange uoverskuelige muligheder, man fik.

6.     Ingen feedback eller hjælp til opgaver som man ikke forstod

1.     systime er altså lidt grimt at kigge på, og desuden er mange af materialerne også lidt forældede

2.     Det eneste dårlige ved det er at vi seriøst bruger det hele tiden: vi læser en tekst, svarer på spørgsmål og samler op HVER DAG

3.     Tror egentlig, materialet er helt fint, hvis man bare har en lærer, der bygger ovenpå det.

4.     Der var ikke andre at vælge

5.     tror ikke de var dårligt, yubio var bare bedre

6.     det var godt nok besværligt

7.     Jeg kan ikke holde ud af læse fra en skærm. Det giver mig ondt i hoved

8.     Jeg interesserer mig ikke for idræt, …

 

 

Hvor vi ovenfor så, at de bedste digitale materialer blev vurderet positivt, når de var lette at finde rundt i og formidlet i et hensigtsmæssigt sprog, så forholder det sig – helt naturligt – lige omvendt med de materialer, der vurderes negativt. Kritikken af strukturen og teknologien er gennemgående. Kommunikationen mellem undervisere og elever (fx angivelser af sidetal) har voldt flere problemer. At papirbogen og den digitale bog ikke korresponderer, er en udfordring for mange.

 

De tekniske udfordringer fylder ikke meget for eleverne, men enkelte er meget kritiske overfor det ”forældede” layout og de mange funktioner, der ikke bliver anvendt. Som én skriver:

 

”Det er en forvirrende platform, med alt for mange funktioner man hverken bruger eller bliver “oplært” i.” (L4049) En anden skriver ” Det virker “gammeldags”” (L4062) og den helt hårde dom over teksten ”skrevet på gammeldansk” (L4290)

 

Uden af spørgsmålet direkte gik på, hvordan udfordringerne kan løses, foreslår eleverne forskellige forbedringer, fx:

– Bedre overskrifter, så navigationen bliver nemmere
– Bedre søgefunktioner
– Mindre på siderne
– Feedback (stilladsering) til opgaverne

Og så den mere radikale:

Ingen bøger
(L4126)

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