Getting to know your learners

LDA 2 template: Thinking about your learners

This LDA is designed to give you hands-on practice with learner analysis. Complete the activity with your course in mind. If you know an area is not relevant, mark it 'N/A’. If you don't know the information, yet it is necessary, list out how you would obtain the information (surveys, discussions, interviews, etc.). Some information may not be available to you until the course starts; this is not uncommon. However, you can at least consider and/or retrieve some of the more basic information prior to planning.

Remember

Use the lists that follow (developed by Smith and Ragan, 2005) as a guide for things to consider about your learners, keeping in mind thatnot all of the areas listed may be important to the design of your course!

Learner demographic information: Get to know their backgrounds

Learner demographic information
  • Ages

  • Racial/ethnic background

  • Socio-economic background

  • Level of computer/internet experience

  • Previous online course experience

  • Access to technology, high speed internet

Learner cognitive characteristics: How the learners process information

Learner cognitive characteristics
  • Developmental level (school, university, professional, etc.)

  • Language development level (e.g. IELTS – International English Language Testing System)

  • Reading level (ESOL – English as a second or other language)

  • General learning strategies

  • Specific prior knowledge (e.g. content, courses, academic background, etc.)

Learner attitudes and interests: Why they are taking the modules(is this a required course, is it an elective, will it help with employability)?

Learner attitudes and interests
  • Interests

  • Motivation to learn (in general, and for this specific content)

  • Attitude toward learning

  • Interest in subject matter

Learner interaction characteristics: Social aspects of online learning

Learner interaction characteristics
  • Relationships to peers (working in a cohort, peers unknown, etc.)

  • Feelings toward working in online groups

  • Tendencies toward cooperation or competition (based on background, information known, cultural proclivities, etc.)

Source: adapted from: P. Smith & T. Ragan. Copyright © 2005 John Wiley & Sons Inc. Reproduced with permission of John Wiley & Sons, Inc.

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