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CHAPTER 6: FUNDING FOR LEARNers WEBSITE
This chapter examines levels of usage of the "Funding for learning" website, respondents' attitudes towards it, and how helpful it was felt to be.
FUNDING FOR LEARNERS WEBSITE
Usage of Funding for Learners Website
6.1 The 77 respondents who stated that they had used the "Funding for Learners" website were asked to state how often they used it in various situations and the results of this are shown in chart 6.1.
6.2 Only small proportions of respondents claimed to have used the website all of the time for each situation presented to them, although the majority of respondents had used the website at least some of the time in each situation. Of those saying they never used the website, only a tenth never used it as a prompt when providing advice or information to current or potential students; 19% never used it as a source of information for themselves; 21% never used it to help identify other sources of information or literature or as a prompt when providing information or advice to those who were not current or potential learners.
Chart 6.1
Frequency of using "Funding for learners" Website
Helpfulness of Website
6.3 The 77 respondents who had used the website were asked to state how helpful on a scale from 1 to 10 they felt the website was where a score of 1 indicated they found it extremely unhelpful and a score of 10 meant they found it extremely helpful.
6.4 Once again, views were positive with 8% awarding a score of 10 and a further 40% either 8 or 9. All the remaining respondents gave a score of either 5 (9%) or 6 or 7 (39%). The average score was 7.49.
Chart 6.2
Helpfulness of Funding for Learners Website
Attitudes towards Funding for Learners Website
6.5 All respondents who used the website were read a series of statements and asked to state the extent to which they agreed or disagreed with each (see chart 6.3).
6.6 Overall, respondents were positive about the website, with only small proportions disagreeing to any extent with each statement. The highest proportion of respondents agreed to any extent that the information within the website was clear, concise and easy to understand (89%); that the links on the website were useful (84%) or that the website has clear signposting (83%). However, the proportions of respondents stating "don't know" to some of these statements were relatively high, with 23% providing this response in relation to the website being up-to-date, 19% in relation to whether the links on the website always work and 16% in relation to whether the links on the website are useful.
Chart 6.3
Extent of agreement with statements on Funding for Learners Website
6.7 As well as being shown the series of guides, respondents in the qualitative phase saw screenshots of the Scottish Executive website and, as with reactions to the guides, views on this were mixed. Computer experience in the groups varied widely, and the more computer-literate respondents responded very differently to others who were less confident. Comments and criticism in general tended to revolve around the site's usability/ user friendliness and/ or its tone.
6.8 For instance, many current learners, who tended to be computer literate, liked the site and its no-frills appearance, thinking it consonant with financial information provision in general.
6.9 Yet various, particularly potential, learners had comprehension difficulties with the screen shots. Some of these, even if quite positive towards the site, had little understanding or experience of using websites in general. So, for example, although the site has an option to increase font size, some respondents commented that the font size was small for people who might have reading difficulty and did not spot the font size option without guidance. Some had little understanding as to how to navigate the website or access all the available information.
6.10 Additionally, the site was generally perceived to look "official" and some found this off putting. One migrant worker noted that he had a number of problems in dealing with "officialdom" in relation to working in Scotland and he found the Scottish Executive website offputting because of its official look.
6.11 Only one respondent had ever spontaneously thought to access the Scottish Executive website for information of any kind as regards funding but did not quite recall the context. She recalled that she had seen the material prior to our focus groups, although she only recognised it as the Scottish Executive website when we produced the prompt material.
6.12 A small number were impressed by the website and stated their intention to access it after the groups to look at it in more detail. They questioned why it was not publicised and suggested mounting a big TV ad campaign, timed to coincide with the season most people apply for courses (e.g. in the summer in time for September enrolment).
6.13 However, even among those who were relatively positive about the website, many claimed they would not choose to use a website to obtain information and preferred personal contact with an intermediary. The later chapter on information provision covers this latter point in greater detail.
6.14 Overall, whether website or printed materials were under consideration, including links and contact details for sources of further IAG and funding opportunities was considered very important by all of our respondents.
6.15 In summary,
- Only 77 intermediaries had used the Funding for Learners website, although this was rated positively in terms of its helpfulness by users. Users were most positive about the website in terms of having useful links (84% agreeing); having information presented in a clear, concise and easy to understand manner (89% agreeing); having clear signposting (83%).
- Only 1 learner/potential learner attending focus groups had accessed this website but found it difficult to recall any specific elements of the website.
- Many learners liked the site, its no-frills appearance, thinking it consonant with financial information provision in general. However, some of these respondents did not have a clear understanding or much experience of using websites in general and had little understanding as to how to navigate the website or access all the available information.
- Overall, for learners and potential learners, the Scottish Executive website is not an obvious source of IAG on funding for learners, so even those who were positive about this website were unlikely to source this if searching for IAG on funding.
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