Diverse generations of adults are now engaged in learning. Lifelong learning presents a challenge of how we connect to learners and facilitate how they connect to each other. Today there is the world of the digital degree or do it yourself degree where students can scan library resources, chat with academic staff on the internet, have tutorials in e-spaces, download lectures as podcasts and submit assessments online. They do not need to come to any face to face contact.  Student retention rates are an issue and so is there a link to the technology? Technology replaces human services in admissions, student hubs exist online, technology has replaced lectures and it is not as easy to develop a learning community.

The speaker had undertaken a literature review (Townsend 2014) but found there was no specific framework to follow around peer assessment. This led to some research to be undertaken that would provide some data that was relevant in terms of how students used technology to engage in peer discussions.  A mixed method study was planned and a focus group with 7 students was undertaken and using surveymonkey and a 28 item questionnaire 355 students were surveyed.

The focus group had 5 students who were 19-25 and 2 over the age of 39. Three key areas arose from the discussion with them which were communication, entertainment and accessibility. Students used social networking but wanted their own control and ownership. Design was crucial and networks were used to share ideas and incidental learning occurred. Students were concerned about the increased use of online learning and the ethical issues of privacy and security.

The survey had 71% female students and 28% males 1% who were transgender. Of these 54% preferred face to face learning, 34% blended learning. 33% of the students were part time. 90% used social media and 10% said they did not. 80% did however use facebook but this was general social purposes not for connecting with lecturers. Students used library, staff and peers to support their learning. Students felt face to face peer interaction was important and 80% felt this. 50% wanted on line peer learning too. There was a need to ensure there is sufficient time for peer facilitation.