Description
The corrective services industry has a strong history of, and commitment to, the provision of learning and development to its staff. Many Australian correctional jurisdictions are now implementing e-learning tools for this purpose. This research identifies a number of barriers and enablers which impact on the success of e-learning within corrections centres. Barriers can include attitudes and skills of the learner as well as issues associated with computer access and the security of personal information entered into e-learning programs, while enablers include cost-effectiveness and flexibility. The research was funded through NCVER's Building Researcher Capacity initiative and was undertaken by a novice researcher in the Community of Practice Scholarship program.Summary
About the research
The use of e-learning is dramatically increasing, due to its cost effectiveness, flexibility and appeal to the younger tech-savvy generation now entering the workforce. In line with this trend, e-learning is being introduced into development programs for custodial officers working in Corrections NSW.
Malcolm Reason used an NCVER scholarship to uncover how and whether e-learning works in the corrections environment. Malcolm’s scholarship was awarded through the community of practice program, whereby VET practitioners without research experience are given the opportunity to undertake their own research to address a workplace problem. Scholarship recipients are supported by a mentor, and NCVER publishes their research results.
Malcolm Reason, who is the Director of Non-Custodial Training at the Brush Farm Corrective Services Academy in New South Wales, drew on relevant literature and combined survey data with information drawn from semi-structured interviews to investigate e-learning in Corrections NSW.
Key messages
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Face-to-face learning is still highly valued by learners. E-learning should be used in conjunction with, not as a substitute for, face-to-face learning.
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A number of factors can combine to block effective engagement with e-learning:
- Internal factors can include attitudes and self-efficacy, the skills of the learner and their learning style.
- External factors can include e-learning design, computer access and the provision of support to learners, as well as a corrections-specific issue associated with the security of personal information entered into e-learning programs.
- The need for good information and communications technology (ICT) infrastructure is one of the most important enabling factors, with over 98% of those interviewed suggesting that a lack of suitable computers was a ‘deal breaker’.
Tom Karmel
Managing Director, NCVER