This research by the University of Birmingham looks at the effectiveness of e-learning in schools at the individual learner level. It shows that disparities exist between learners even within the same school and class. Effective learners responded positively to personalised challenges set by teachers, but ‘learner autonomy’ was also a consistently negative predictor of performance. This suggests that offering learners too much choice can lead to falling standards. Focus group data confirms that most pupils thrived when their learning took place in an educational environment that set a clear framework for their learning.
Leadership Briefing Issue 4.12 (48)