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A case study evaluation exploring the perceptions and attitudes of an e-learning programme for young people who are non-mainstream learners

Taylor, Emily (2015) A case study evaluation exploring the perceptions and attitudes of an e-learning programme for young people who are non-mainstream learners. DEdCPsy thesis, University of Sheffield.

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Abstract

The Department for Education (DfE, 2014a, 2014b) stated that Young People (YP) with Special Educational Needs (SEN) may face many barriers which make it more difficult for them to get the support they need, achieve their potential and to succeed in education. The debate relating to what represents SEN, how YP with SEN should be educated and, indeed, where these YP should be educated is still a source for debate amongst researchers (Croll & Moses, 2003; Dyson, 2001; Norwich, 2009). This thesis aimed to explore and evaluate the use of an e-learning programme (ELP) with YP who are non-mainstream learners, specifically those with Medical Needs (MN) and Social, Emotional and Behavioural Difficulties (SEBD), through a mixed methods design. An attitude scale was designed and distributed to 31 YP in order to elicit their attitude to e-learning, enhanced with eight semi-structured interviews. The perceptions of eight staff were accessed through the use of a questionnaire and semi-structured interviews. The main aims were to investigate the YP’s attitudes and staff’s perceptions, compare their views and see if anything could be learnt about the ELP for YP who are non-mainstream learners. Data were analysed using descriptive statistics and thematic analysis. All the staff and a high number of YP felt that the ELP was helpful in supporting them with their learning. Sub-areas such as social interaction, motivation and rewards emerged from the findings with suggestions for the ELPs future development. Implications for educational psychology practice and future research are considered.

Item Type: Thesis (DEdCPsy)
Academic Units: The University of Sheffield > Faculty of Social Sciences (Sheffield) > School of Education (Sheffield)
Identification Number/EthosID: uk.bl.ethos.665033
Depositing User: Dr Emily Taylor
Date Deposited: 03 Sep 2015 10:02
Last Modified: 03 Oct 2016 12:18
URI: http://etheses.whiterose.ac.uk/id/eprint/9708

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