i

Virtual learning environment and

learning approaches

A study submitted in partial fulfillment

of the requirements for the degree of

Master of Science in Information Management

at

THE UNIVERSITY OF SHEFFIELD

by

Mengyu Wu

September 2012

ii

Acknowledgement

I would like to thank my supervisor Dr. Peter Stordy for his critical guide and

constructive comments throughout this dissertation. I would also like to express my

gratitude to all teaching and administrative staff in the University of Sheffield. In

addition, special thanks will give to all the interviewees for their support to my

research. Without their support and encouragement, this work will not be completed

in expected.

iii

Abstract

Background. Literatures reveal Chinese international students will probably change

their learning approach when they study abroad. Previous studies also confirm the

use of VLEs and the perception of VLEs will influence on students’ learning

approaches. Chinese international has become a big section in the universities of UK,

it is necessary to consider how to improve their learning.

Aims. The study aimed to explore how Chinese international students think about the

use of VLEs (in case of MOLE) will influence on the change of their learning

approaches.

Methods. Qualitative method was used in this research. ASSIST was firstly used to

texted participants’ learning approaches. A general semi-structure interview question

was developed based on the research aim and objectives. Extra questions were

developed based on each participant. The result of ASSIST used to develop some

extra questions. 10 participants were invited into this research. All participants were

Chinese international students who study in the University of Sheffield.

Results. Chinese international students’ deep learning approach and strategic

learning approach has been found was developed when they study in the UK. Course

design and assignment design are main reason which enhances the development of

deep learning approach. Chinese international students who with a positive

perception of MOLE also believed the use of MOLE will enhance the development

of deep learning approach either. Result showed well-organized and easier to access

the information will help to develop students’ strategic learning approach. Surface

apathetic learning approach was decreased because of the development of deep

learning approach. Finally, result also indicated teacher’s support, technical support,

the function of MOLE, and the number of useful learning resource provided in the

MOLE will influence on students’ perception of MOLE.

Conclusions. It is conclude that although the research was completed within

expected, a more scientifically selected sample which includes students with high

level use of surface apathetic approach would be desirable. A further study of

whether the surface apathetic approach may be increased by the use of VLEs may

need to consider. In addition, it is expected to conduct a quantitative research to test

the finding in a more wide scope.

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Table of Contents

Acknowledgement........................................................................................................................... ii

Abstract .......................................................................................................................................... iii

1. Chapter: Introduction .............................................................................................................. 1

1.1. Background ................................................................................................................. 1

1.2. Research aims and objectives ...................................................................................... 3

1.3. Structure of this dissertation ........................................................................................ 3

2. Chapter: Literature review ...................................................................................................... 5

1.1. Approaches of learning ............................................................................................... 5

1.2. Virtual learning environment (VLE) ........................................................................... 8

1.3. The effect of VLEs in learning approaches ............................................................... 10

3. Chapter: Methodology .......................................................................................................... 15

3.1 General description of the type of study ................................................................... 15

3.2 Participants ................................................................................................................ 15

3.3 Sampling technique ................................................................................................... 16

3.4 Procedures ................................................................................................................. 17

3.5 Materials .................................................................................................................... 18

3.6 Data analysis ............................................................................................................. 19

3.7 Ethic issue ................................................................................................................. 20

4. Chapter: Results .................................................................................................................... 21

4.1. ASSIST results .......................................................................................................... 21

4.2. Chinese students were developing their deep and strategic approach in the UK ...... 22

3.2.1. The development of deep approach ..................................................................... 22

3.2.2. The development of strategic approach ............................................................... 23

3.2.3. The change of surface apathetic learning approach ............................................. 26

4.3. Deep approach is largely influenced by course and assignment design .................... 27

4.4. Strategic approach related to the use of MOLE and personal characteristic ............. 29

4.5. Students’ perception of MOLE .................................................................................. 31

4.5.1 Student with positive perception of MOLE believes it is useful for both deep and

strategic learning approaches ........................................................................................ 32

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4.5.2 Technical issue and limit resources will result in a negative perception of MOLE

....................................................................................................................................... 35

4.5.3 Useful functions and lecturers’ supporting will increase students’ positive

perception of MOLE ..................................................................................................... 35

4.5.4 Peer influence on the perception of MOLE .......................................................... 36

4.6. Conclusion................................................................................................................. 36

5. Discussion ............................................................................................................................. 39

6. Pedagogical Implications ...................................................................................................... 43

7. Limitation .............................................................................................................................. 44

8. Further works ........................................................................................................................ 44

9. Conclusion ............................................................................................................................ 45

10. Reference....................................................................................................................... 46

11. Appendix ....................................................................................................................... 54

Appendix 1: The ASSIST ...................................................................................................... 54

Appendix 2: General Interview questions: ............................................................................ 57

Appendix 3: Interview transcripts ......................................................................................... 58

Appendix 4: Ethic application form ...................................................................................... 65

Appendix 5: Information sheet .............................................................................................. 74

Appendix 6: Participant consent form ................................................................................... 78

Appendix 7 Access to dissertation form ................................................................................ 79

Appendix 8 Confirmation of Address Form .......................................................................... 81

Appendix 9 Employment detail ............................................................................................. 83

Contents of picture and table

Table 1: Results of ASSIST from participants…………………………………………………21

Table 2: The change of students’ learning approaches…………………………………………27

Picture 1: How Chinese international students’ learning approaches are influenced by the

academic context and the use of MOLE…………………………………………………………37

Picture 2: the connection of useful functions of MOLE and students’ learning approaches…….38

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1. Chapter: Introduction

1.1. Background

Increasing variable information could be accessed through the Internet in recent

decades. Information and communication technologies (ICTs) were developed for

managing these huge amounts of information. With the advantages of accessing and

managing the information, the use of Internet and ICTs are introducing into the

educational area. Virtual learning environment will be a significant product. In the

recent decades, VLE (virtual learning environment) are generally using in

universities and other educational institutions in the UK. The use of VLE often refers

to distance education. However, in practice, it could be also used to support physical

or presented learning (Dillenbourg, 2000). It is difficult to define what exactly VLE

is and what does it really do. It has been confirmed the use of VLEs aims to enhance

teaching and learning (the Joint Information Systems Committee and the Universities

and Colleges Information Systems Association, 2003: 94).

Since the sophisticate development of VLEs in the UK, using VLEs to improve

self-study could be an important part of learning. However, it is one of the learning

barriers for Chinese international students, because it refers to the change of teaching

method (Huang, 2005; Chen, Tsai-Hung, Sue and Karl, 2008). Previous studies

proposed the use of VLEs could influence on students’ learning approaches (Lizzio,

Wilson and Simons, 2002; Trigwell and Ashwin, 2006; Mimirinis and Bhattacharya,

2007). Studies of learning approach were perhaps started by Entwistle and Wilson in

1970. Students learning approaches are determined by students’ characteristics and

the learning environment. It is more appropriated to be used in study the influence of

VLEs on how student prefer to study in the Universities. Details of learning

approaches will be discussed in the literature review.

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There is little research focus on Chinese international students. The use of learning

approach may different because of culture context (Marton, Hounsell and Entwistle,

2005). learning behavior is differently effected by many elements such as culture and

career. The education system in China formulates the way of learning in school. Most

students study follow by the rule created by textbook or teaching syllabus (Watkins

and Biggs, 1996). Their parent may also restrict them to use the Internet. In other

words, they rarely use Internet to support they academic study until they came to the

university in the UK. Thus, the learning behavior and learning style of Chinese

student is largely different from student in the UK.

Secondly, virtual learning system is popular around the world as well as in China.

Beijing University will service nearly one million students with its Internet education

portal (Capper, no date). E-learning system seems will develop incredibly in China.

From student’s perspective to discover how VLEs will influence on their learning

approaches will also make a contribution to understanding needs and requirement of

e-learning user in China.

Finally, Chinese university student who study in the UK will experience the

difficulty of adopting or modifying their learning approach from Chinese traditional

learning environment to a VLEs in the UK. They need to learn to use the Internet to

support their study. They will strongly experience the effect of the use of Internet for

the purpose of studying. Therefore, they will be a good sample for studying the effect

of VLEs on student’s learning approaches.

That is to say, the learning approaches of Chinese international students are different

to students in the UK. Thus, to study how Chinese international student thing about

the use of VLEs will influence on their learning approaches could make a

contribution to understand how to promote Chinese international students’ learning.

The MOLE (My Online Learning environment) in the University of Sheffield will be

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used as an example of VLEs in this research. Reason will be explain in the

Methodology.

1.2. Research aims and objectives

The aim of this research is to explore how Chinese international student thing about

the use of VLEs (Virtual learning environments) will influence on their learning

approaches in case of MOLE (My Online Learning Environment). Based on this

research, there are 2 main questions.

1. How do Chinese students change their study approach while they study in the

UK?

2. In what extent does the change of learning approach they think is affected by the

use of VLEs?

In order to answer these two questions, 6 objectives were developed.

1. To discover how Chinese students change their study approach while they study

in the UK.

2. To identify which function they use in MOLE they think could affect the change

of study approach.

3. To find out whether they think the use of MOLE should be affect the deep

approach

4. To find out whether they think the use of MOLE should be affect the strategic

approach

5. To find out whether they think the use of MOLE should be affect the surface

apathetic approach

6. To find out whether the perception of VLEs will influence on the effect of VLEs

on study approach.

1.3. Structure of this dissertation

Next section will review numbers of available literatures. Why this research will

choose learning approach rather than learning styles will discuss in the literature

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review chapter. In addition, literatures about how VLEs will influence on students’

learning approach or their learning experience will be also discussed. Chapter 3 will

present the framework of methodology. It will discuss how and why this research

will be operated. The chapter of results presents all the results of this research.

Results will be discussed in the Discussion chapter with previous researches

following by description of limitation of this research, pedagogical implications and

suggestion of further works. Final chapter will be a summary of the entire research.

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2. Chapter: Literature review

Previous studies about the influence of learning style and learning approach on VLE

and how VLE might affect student’s approaches of learning will be discussed in this

Chapter. The first part will discuss the learning styles and learning approach and

present the reason of why does this research use learning approach rather than

learning styles. General description of VLEs and researches about the VLEs and

learning approach will be presented later.

1.1. Approaches of learning

It has been argued that the way of learning is different among individuals. It refers to

individuals’ characteristics. There is not a universal definition of the approach of

learning. Researchers describe the way of learning based on different perspectives.

In the past several decades, studies about learning styles have been extremely

voluminous. One significant contribution in this area refers to Kolb’s Learning Style

Theory. According to Kolb (1984), learning style is stable and flexible. It could be

explained as stable patterns how people transferring the information between

individual and their environment. Although Kolb believes learning style is stable in a

long period because it is closely related to the individuals’ personality. He states one

learning style that could only perform well in one type of particular learning

environment. Therefore, the model he developed demonstrated learner should be

proficient in all learning styles and should be able to adopt different learning styles

according to the learning environment at the final stages. There are also many other

researchers who also confirm the way of learning is flexible (Entwistle and Wilson,

1970; Felder and Silverman, 1988; Honey and Mumford, 2000). In other words, it

could be developed and students could adopt different approaches. Honey and

Mumford (2000) recommended that learning styles are modifiable at will. Learners

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could strengthen an underdeveloped learning style it depending on their

circumstances and abilities.

The effect of learning environment or academic context on learning style also has

been confirmed by many other researchers. For example, Herrmann’s ‘two brain’

model (1989) demonstrates “The way a person uses the specialized brain results from

socialization – parenting, teaching, life experiences, and cultural influences”.

(p.20-21). It indicated learning environment possess significant influence on how

individual prefer to learn.

During the 1970’s, ‘learning approaches and strategies’ were used to describe how

student learning in the school. It emphasizes the effect of environment, students’

perception of environment, and students’ learning conception on students’ learning

approaches. Entwistle, Hanley and Hounsell (1979) descripted strategy as:

“…a student choose to deal with a specific learning task in the light of its

perceived demands’ and style ‘as a broader characterization of a

student’s preferred way of tackling learning tasks generally”. (p.368).

In Entwistle’s model, learning approach contains deep, strategic, and surface

apathetic approach. Entwistle’s model will more focus on the adopting of different

approach under a specific learning task. In contrast, although the theory of learning

style also consider the capability of development and adoption, but learning style has

been confirmed is relatively stable, the growth of undeveloped learning style needs a

long period. The reason refers to every learning style was developed based on and

emphasize on the difference of personality and cognitive style. It is unnecessary to

identify the clear demarcation of learning style and learning approach in this essay.

This essay will focus on learning approach in Entwistle’s model, because it is more

appropriate to use on analyzing students’ way of learning.

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The deep, surface apathetic or strategic learning approach develops by Noel

Entwistle and other researchers recommended the use of approach is not only the

result of individual attributes. It includes the influence of learning environment. The

latest version of ASSIST (Approaches of Study Skills Inventory for Students) was

produced by Marton, Hounsell and Entwistle in 2005. Appendix 1 shows a copy of

ASSIST.

According to the ASSIST, students with high level of deep approach would more like

to seek the meaning of knowledge, try to relate ideas crossing different course, and

think ideas critically. More importantly, students with high level of deep approach

will have intrinsic interests of the knowledge they are learning. Previous study

demonstrated student with a transforming conception of learning will probably use

deep approach rather than surface apathetic approach, while a reproducing

conception will result in high level of surface apathetic approach (Entwistle and Tait,

1990). Student with a high level of surface apathetic approach is likely lack of

purpose and has higher level of anxious. They will tend to memories information

without understanding, and avoid learning more. The third approach – strategies

approach - refers to how well student could manage their study progress. With a high

level of strategies approach, student will manage themselves to study efficiently. It

includes organizing study, time management, alertness to assessment demands,

achieving and monitoring effectiveness. It related to the self-regulated learning

strategy which also emphasizes ‘autonomy and control by the individual who

monitors, directs, and regulates actions toward goals of information acquisitions,

expending expertise, and self-improvement’ (Paris S. and Paris A., 2001).

According to Entwistle, deep, strategies and surface apathetic approaches are not

conflict with each other, but a maximum likelihood factor analysis of 817 first-year

university students drawn from ten contrasting departments in six British universities

who completed ASSIST shows surface apathetic approach has been proved have a

negative effect on strategies approach. Students who adopt higher level of deep and

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strategic approaches to studying without surface, apathetic elements will probably

receive high academic performance.

Both learning styles or learning approaches confirmed the way of learning was

determined by students’ characteristics and learning environment. Thus, since

learning environment has a significant influence on students’ approach of learning, so

it could assume the VLEs, as a part of learning environment, will influence on

students’ approach of learning. In addition, it could be also assumed that the change

of learning environment will induce student modify their learning approach, since

VLEs is a part of learning environment, so it will probably influence on the change

of learning approach.

1.2. Virtual learning environment (VLE)

Virtual learning environments (VLEs) are popularly used in Universities. Some

universities use commercially available software, such as WebCT and Blackboard.

The MOLE in the University of Sheffield was firstly developed based on the WebCT

but recently was transferred to use Blackboard 9 (The University of Sheffield, 2012).

Whatever type of VLEs universities use, providing immediate feedback on submitted

work, access to other resources, encouraging pre-reading of material, providing

flexible method for studying at convenient time and places, and supporting an

alternative interaction channel among students and teachers are some major

advantages of online delivery (Gaynor and Kessell, 2002; Siragusa, 2002; De Leng,

Dolmans, Muijtjens and van der Vleuten, 2006). MOLE has over twenty-five tools,

ranging from chat rooms to grading forms, discussion forums to surveys. It also

contains some basic functions such as course management system. The functions of

MOLE allow students who study in the University of Sheffield accessing to their

course anytime on wherever with the Internet (The University of Sheffield, 2012).

Thus, it could be an example used in research which study about the VLEs.

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The use of virtual learning system in higher education is much broader than its

definition. In general, VLE always relate to the distance learning, while in practice, it

is also utilized to supporting physical learning in higher education. Blending learning

could use to describe the learning with multiple channels or approach such as using

traditional learning approach integrating with e-learning method. Although the

distance learning system has a large potential market, but the VLE which supporting

the physical leaning in higher education has more extensive use. This essay will

more concentrate on the VLEs used in Blending learning.

It has been argued that the VLEs should support student with different learning styles.

Manochehr (2006) studied about the influence of learning styles in e-learning

environments showed learning style seems not influence on traditional learning class

but it has significant effect on the e-learning environment. Kolb’s learning theory

was used in this study. The finding of this study indicated assimilator students who

learn best through lecture papers and analogies and converger students who learn

best through laboratories, field work and observations achieved a better academic

performance with the e-learning method. Thus, it is important to accommodate

students’ individual learning styles when teaching with the support of VLEs

(Richmond and Cummings 2005; Thiele, 2003; Maddux, Ewing-Taylor and Johnson,

2002). However, it is impossible for all VLEs to satisfy all learning styles. In

addition, this type of research ignored students might adopt different way of learning

when they face with the change of learning environments. Therefore, it arise a

question, whether student will modify the way of learning when it is not work well

on an online learning environment.

There is a trend of increase use and development of VLEs in higher education. This

trend attracts a large number of researchers to discover how it could enhance students’

satisfaction and learning performance when integrate it with traditional learning. In

addition, how it could effect on the study approach they use.

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1.3. The effect of VLEs in learning approaches

Students’ learning approaches are both influenced by the environment they perceived

and their personal characteristics. Diseth, Pallesen, Hovland, and Larsen in 2006

explained learning approaches were associated with multiple personality traits. It is a

significant association between deep approach and openness, surface apathetic

approach and neuroticism, and strategic approach and conscientiousness. Their

research also indicates an important connection between deep approach and study

motivation. In addition, Students’ thinking style also effect on their use of learning

approach. According to Sternberg (1997) thinking style determine what they would

like to do, and how they prefer to do it. Executive people would like to do things

following by a clear instructions and structures, while legislative people prefer doing

things in a more flexible way under their perspective. Therefore, it is necessary to

consider the influence of personal characteristic when analyses the influence of

students learning approach. However, students’ personal characteristics have been

less consider in researches about the influence of VLEs on students’ learning

approaches.

It is expect to assume the positive influence of the academic context on learning

approaches (Ramsden, 1988).Academic context includes institutional practices,

assessment methods, the skills and attitudes of faculty, and the kinds of learning tasks

encountered. It contains external components which are related to students’ study

(Ramsden, 1988, p.159). VLEs in the university are used to support teachers’

teaching and students’ studying, so it is also one part of academic context. The use of

VLEs and academic context is closely connected (Richmond and Cummings 2005;

Thiele, 2003; Maddux, Ewing-Taylor and Johnson, 2002). Thus, in order to explore

the influence of the use of VLEs on students’ learning approach, it is necessary to

consider how academic context will influence on students’ learning approach.

According to Ramsden and Entwistle in 1981, ‘good teaching’, ‘greater freedom in

11

learning’ and ‘avoidance of overloading’ has great possibility to facilitate the use of

deep learning approach. Differently, if students feel constrained by the learning

environment or are suffering with a heavy workload, they will possibly tend to use a

surface, apathetic approach.

Similarly, Betoret and Gomez (2011) also suggested ‘good teaching’ and ‘greater

freedom in learning’ are positive for the use of deep learning approach. According to

their research, the satisfaction of basic needs (autonomy, competence, and

relatedness) would encourage student to adopt deep approach to learning, while fail

to satisfy students’ basic needs will probably result in the use of surface approach to

learning. They believes students’ intrinsic motivation will develop when satisfy those

basic needs. As a result, through stimulating students’ intrinsic motivation, they will

tend to use deep learning approach. The three basic needs they used were developed

by Deci and Ryan’s self-determination theory (SDT). The first basic need –

Autonomy is similar with the ‘greater freedom in learning’ defined by Ramsden and

Entwistle. It includes the freedom of choice based on students’ perspectives (Filak

and Sheldon, 2003). The second basic need – supporting competence – refers to

students’ development. Feedbacks and other mentoring from teachers could help

student to satisfy this needs. The final basic need – relatedness – proposes students

require the feeling of acceptance, respect, and caring from teachers (Filak & Sheldon,

2003). The last two needs could be satisfied by a ‘good teaching’ method.

To satisfy students’ basic needs is not only important in a general academic context.

It is also significant in online learning environment. To satisfy students’ basic needs

related to the ‘student support’ in online learning environment. ‘Student support’ has

critical effect on the approach of learning. A successful supporting strategy will

enhance students’ learning and learning experiences (Rovai and Downey, 2010;

Wheeler, 2006). Student support includes instructional, peer, and technical support

(Lee, Srinivasan, Trudian, Lewis and Lopez, 2011). Instructional support is similar

with ‘competence’ in Deci and Ryan’s self-determination theory (SDT). It involves

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answering students’ questions, correcting their misunderstandings, providing clear

instruction, suggesting relevant resources, and giving feedbacks of assignments and

performance. It also includes the course design and communication with student.

Well-organized materials which are supported by online learning environment such

as relevant movies, narrated PowerPoint lectures, up-to-dated textbook and articles

will help student understand the content better and improve sophisticated study

strategies (Curley and Strage, 1996; Lee, Srinivasan, Trudian, Lewis, and Lopez,

2011). Thus, students’ course satisfaction is positively related to the well academic

and affective instruction support (Mullen and Tallent- Runnels, 2006). When student

possess higher levels of instructional demands, a high instructional support will

helpful for the use of sophisticated study strategies (Curley and Strage, 1996).

Sophisticated study strategies are related the level of deep and strategic approach.

Study supports among students refer to the peer support. It is important in study

process, especially for online learning students. Because the use of virtual learning

environment make them feel isolated easily (Muilenburg and Berge, 2005).

Appropriate social interaction with peers would make students perceive study is

more effective and enjoyable. The influence of the technical support was relatively

less mention in many similar researches. Technological problem will be considerably

affect students’ online learning experience. Students who are familiar with online

system and the software used in online learning had fewer barriers in social

interaction and administrative issues. Due to the newness of technology and system,

without a proper instruction in the use of VLEs and an ongoing support, negative

perception of VLEs will probably appear (Linder and Murphy, 2001). Social

interaction in online environment has significant association with online learning

enjoyment. With appropriate student support including instructional, peer, and

technical support, student will more like to engage into the study process because of

the higher level of satisfaction and motivation and finally probably result in a use of

sophisticated study strategies (Muilenburg and Berge, 2005). Deep and strategic

learning approach seems will be stimulated by effective teaching methods while the

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overload of assessment work may induce the use of surface and apathetic approach to

learning.

Besides external elements and students’ personal characteristic, the perception of the

learning environment could also influence on students’ learning and learning

approaches. If students perceive VLEs is merely a conduit such as a channel which

merely transposing the print-based materials for lectures, they will less likely to react

on it (Linder and Murphy, 2001; Breen, Cohen and Chang, 2003). In other words,

positive perception such as it is very useful will possibly make student more like to

use VLEs. Lizzio, Wilson and Simons’s study (2002) indicated student’s positive

perceptions of the learning environment such as effective teaching methods and

appropriate forms of assessments will facilitate the using of deep learning approach

and result in higher academic outcomes. The later study of Trigwell and Ashwin in

2006 found out deep learning approach could be stimulated by a supportive

perception of learning environment. The supportive perception of learning

environment means student believes the learning environment is very supportive for

their learning. This finding is consistent with previous study about providing proper

student support will result in the higher degree of deep approach. Mimirinis and

Bhattacharya (2007) explored students’ perception of VLEs has significant

association with their learning approaches. Deep approach was resulted from

students’ interests and the support from instructors or teachers. Study result showed

both deep and strategic approach emerged stronger correlation between the aims of

examining the understanding of concepts’ meaning in VLEs. The use of VLEs which

contains the use of technologies has great potential to promote student support and

perhaps through giving amount of choice to meet students’ interests. In their study,

positive perception of VLEs includes ‘it has positive contribution to learning

variable’, ‘it help to develop learners’ understanding on the topic’, ‘it is useful

because of catching up on missed lectures’, ‘covering content’, ‘revision help before

the exams’ and ‘development of interest in the subject’. Moreover, evidence showed

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strategic learners requires flexibility in learning process (Gibbs, 1999). Finally,

although studies were not directly proved the overloading materials will cause high

level of surface apathetic approach in online learning environments. Majority

researchers suggested it is necessary to avoid overloading resources.

In conclusion, Entwistle’s learning approach has been used in many online learning

researches. According to his theory, learning approaches are both influenced by the

environment and student characteristics. The relationship between students

characteristics, the use of VLEs, and student approach were less examined in

previous student. The idea of the students’ learning approach was related to their

perception of the learning environment stimulated many research to discover whether

the perception of VLEs was related to students’ learning approach. Studies proved

the perception of VLEs contained stronger correlation with both deep and strategic

approach. However, the correlation with surface approach is slight. The influence of

the academic context was also important in online learning environment. Studies

suggested satisfying students’ basic needs and providing proper student supports are

both significant in traditional learning environment and online learning environment.

Derived from the literature review, student support includes ‘Freedom of choice

based on students’ perspectives’, ‘acceptance, respect, and caring from teachers’,

‘answering students’ questions’, ‘correcting their misunderstandings’, ‘providing

clear instruction’, ‘suggesting relevant resources’, ‘giving feedbacks of assignments

and performance’, ‘course structures and dialogs with student’, ‘Well-organized

material (relevant movies, narrated PowerPoint lectures, up-to-dated textbook and

articles)’, ‘supports among students refer to the peer support’, ‘social interaction’,

‘technological support’. The student support mention before will be discussed with

the finding of this research.

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3. Chapter: Methodology

This chapter will discuss the framework of methodology which is used in this

research. In order to achieving research aim, qualitative research method with

semi-structure interviews was selected in this research. It will be used to explore

students’ views and opinions about the use of MOLE and their learning approach.

3.1 General description of the type of study

In general, it is a qualitative study to explore how Chinese student think about the

use of VLEs in case of MOLE will influence on the change of their learning

approaches. This essay aims to find out student’s perceptions, ideas and opinions

about whether the use of VLEs in case of MOLE will affect their learning approach.

It focuses on exploring the perception rather than the ‘hard’ facts. Through detailed

interviewing, qualitative researchers can get closer to the individual’s perspective,

while quantitative researchers rely on more remote. Inferential empirical materials

used in the quantitative research will result in difficulties of capturing subject’s

perspective (Denzin and Lincoln, 1998, p.10; Cohen, Manion and Morrison, 2000).

Therefore, qualitative method could be used well than quantitative method in terms

of discovering subjective perspectives and developing a deep understanding of a

phenomenon, so it is appropriate for this research.

3.2 Participants

It is essential to choose appropriate samples in a research, because it closely relate to

collecting enough and appropriate information. In order to ensure a clear and

appropriate sample scope, it is necessary to connect the sample scope with research

objectives and aims. According to the aim and objective of this research, participants

will focus on Postgraduate Chinese Students who study in the University of Sheffield

in the UK.

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The reason of the research focus on the postgraduate student refers to the research

was conducted during the summer vocation. Most undergraduate students are going

home in this time, so it is difficult to invite undergraduate student to the research. In

addition, author of this research is studying in the University of Sheffield. It is

convenient to invite students who study in the same University to participant into this

research. More importantly, the research is a qualitative research and will use the

interview to collect data, so it will be better to choose participants who live in the

Sheffield.

There are 10 participants were invited into this research. 7 participants are come

from the management school but 3 of them are come from the information school. 7

of them are female and 3 of them are male. All participants are around 23 years old.

3.3 Sampling technique

This section will describe the sampling technique which use in this research. It

includes the technique of how to found the sample and how to recruit the sample.

According to the previous section, sample will focus on the Chinese postgraduate

students who study in the University of Sheffield. Because of the limited research

time and immature skill of the author, the number of interviewee was controlled in

10 to 15.

In order to convene enough participants, convenience sampling was considered in

this research. In terms of time, effort and money, convenience sampling could be

used to find enough participants with least cost in a short time, but it may result in

poor credible and quality data (Marshall, 1996). In order to extent the sampling,

snowball sampling was used in this research. There were 4 participants were invited

into this research at the beginning. These 4 participants were asked to find out if

there is someone they know are also interesting in this research. The same question

will use to ask new participants, until the samples is enough for this research.

17

Purposive sampling is one of the most common sample technique used for the

qualitative researches. The main goal of purposive sampling is based on researchers’

judgment to recruit participants with special characteristics enabling researchers to

answer their research questions (Saunders, Lewis, and Thornhill, 2009). Based on the

research aim, it is helpful to use purposive sampling. However, owing to lack of

experience, the characteristic of sampling in this research only focus on Chinese

postgraduate student who study in the University of Sheffield. In addition, in order to

reduce extra characteristics, samples were initially considered in management school.

However, since the functions of MOLE use for management school students are

limited, so there are 3 participants were come from information school. The

judgment of recruit participants was not strictly considered. Therefore, this research

mainly used convenience sampling and snowball sampling with a poor level of

purposive sampling.

3.4 Procedures

In this section, when, where and how was the data collected will be described in

detail. All interviews were conducted during 24th of July to 5th of August in the

study room of information common. Based on the research objectives, there are three

steps of data collection. At the first step, all participants were invited and ask to

complete the ASSIST inventory. The ASSIST was used to represent the study

approaches of participants. It will be used in the later analysis of whether the use of

VLE will influence on their learning approaches. It is appreciative that all

participants are willing to complete the ASSIST inventory.

A face to face interview was arranged after they complete the ASSIST inventory. All

interviews were conducted in the information common study rooms in different times.

The entire procedure of 8 interviews was recorded through the voice recorder after

discussing with participants. 2 participants restricted to be recorded. The first part of

interview aimed to discover how Chinese international students will change their

18

learning approaches while they study in the UK compare with in China. The

following part identified the useful functions Of MOLE and considered how these

functions will help Chinese international students to support their learning. In

addition, students’ perception of MOLE was also identified in this part. The final part

of the interview aimed to discover how student think about the influence of MOLE in

their approach of study. In this part, in consideration of the limit function providing

by MOLE, how student think about a virtual learning environment beyond the

MOLE will influence on their study approach was considered.

After conducting the interview, participants were invited point out which activities in

the ASSIST they think may be related to the use of MOLE and beyond the MOLE.

The new information collected form the final step was included into the results of

interviews.

3.5 Materials

It has been discussed in the literature review that learning styles will not be used in

this research since they are more stable and rely on personal characteristics. Thus,

inventories of learning styles will also not be used to text how student prefer to study.

Students’ learning approaches will be tested through Entwistle’s ASSIST. The

internal and external evaluations suggest ASSIST contain satisfactory reliability and

internal consistency. In addition, ASSIST is predicted validity (Coffield, Moseley,

Hall and Ecclestone, 2004). According to McCune and Entwistle 2000, inventory

could be used in qualitative research to explore the nature of students’ learning and

personal development. Therefore, the ASSIST is suitable for using in this research.

The virtual learning system MOLE in the University of Sheffield was used as an

example of VLEs in this research. MOLE was one part of student support system in

the University of Sheffield. Main functions of MOLE contains such as ‘the

notification of news’, ‘downloading lecture relevant resources’, ‘participating into a

19

discussion board when lecturer open one’. These functions are similar with the VLEs

used in other university. Thus, it could be treated as an appropriate sample of VLEsin

this research.

Semi-structure interview schedule was used in this research. The order of interview

question was different depends on interviewees, because each individual participant

possess their own situation (Bryman, 2004). Interview questions were developed

form the research objectives. However, it is not strictly follow by the research

objectives. It generally contains three parts. The first part aims to discover the change

of learning approach. The second part focused on their perception of the use of

MOLE. The final part was used to discover students’ opinions of the use of MOLE

and the change of learning approaches. The final part considered about how they

think a general VLEs should influence on their learning approach. A copy of

interview question will be presented in Appendix 2.

3.6 Data analysis

According to Saunders, Lewis, and Thornhill (2009), the process of qualitative data

analysis probably contains six stages:

1) Read and review collected data. In this research, all data were collect from

interviews. To read and review collected data is essential for developing a deep

understanding of the whole context and situation of qualitative data.

2) Take notes from all transcripts. Because semi-structure interview schedule was

used in this research, interview questions were different according to participants’

personal situation, so it is necessary to take some notes for further analysis.

3) Code the data. In qualitative research, the meaning of data is varied. In order to

discover a clear meaning of data to achieve the aim of research, research

objectives were used to develop the theme of coding the data.

4) Synthesis data. The theme of coding is generally in detail. After coding, data will

20

be separated into different pieces. To synthesis difference themes together also

need to be under the guide of research objectives. Themes used in this research

included ‘the change of deep approach’, ‘the change of strategic approach’, ‘the

change of surface apathetic approach’, ‘perception of MOLE’, ‘advantages of

MOLE’, ‘disadvantages of MOLE’, ‘useful functions used in MOLE with

reasons’, and ‘suggestion of MOLE and VLEs’.

5) Interpret data and conclude findings. It is necessary to discover the meaning of

the relationship between synthesized data and indicate the finding of the research.

6) Develop theory and relate to previous theory.

3.7 Ethic issue

This research was classified as low-risk. An ethical approval form was submitted to

the University Ethics Committee. The University research ethics application form

will be presented in the Appendix 4. Ethics could be defined as the appropriateness

of behavior toward objectives (Saunders, Lewis, and Thornhill, 2009).

Confidentiality is one of the most important needs to be considered in research

contains human participants. In this research, all data including results of ASSIST,

interview transcripts and audio records will be stored and analyzed on personal

laptop. A copy of data will be securely stored in personal computer account of the

University of Sheffield. Data will be deleted after finishing the research. Participants’

name and other personal data will not be recorded or identified.

Further, all participants are voluntary to engage into this research. In order to protect

participants’ right and safety, they will be given an information sheet. The

information sheet contains information about the purpose of this project, the reason

of why they are chosen, their rights and obligation, the potential disadvantages and

risks of this research, and the contact detail. Participants will not be selected into this

research until they sign the participant consent form to confirm they are voluntary to

engage into this research after reading the information sheet. Information sheet and

21

the participant consent form will be presented in the Appendix 5 and 6.

4. Chapter: Results

4.1. ASSIST results

ASSIST was used to identify participants’ learning approach. In order to discover

how student think about the use of MOLE will relate to the change of learning

approach, it will be useful to know how they use their learning approaches. In

addition, to complete the whole inventory will give ideas to all participants about

what will be related to learning approaches. The result of ASSIST shows in table 1:

Table 2: Results of ASSIST from participants

Interviewee code Deep approach

(100)

Strategic

approach (125)

Surface apathetic

approach (100)

Preferred type of

lectures

No.1 56 78 36 11-10

No.2 46 68 55 12-20

No.3 55 43 51 13-22

No.4 58 73 61 19-20

No.5 57 70 56 15-10

No.6 50 66 38 14-14

No.7 48 63 63 14-20

No.8 67 78 55 16-12

No.9 58 83 37 19-10

No.10 52 61 61 15-20

According to Marton, Hounsell and Entwistle (2005), there is a negative correlation

between strategic learning approach and surface apathetic learning approach.

However, the ASSIST result indicated the relationship between the use of strategic

approach and surface apathetic approach is not negative for Chinese international

students. The preferred type of lectures was consistent with the use of learning

approach.

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4.2. Chinese students were developing their deep and

strategic approach in the UK

All participants confirmed the use of learning approaches was slightly or largely

changed after studying one year in the UK. In generally, the surface apathetic

learning approach was mainly used in China, while the deep learning approach and

strategies learning approach was developed in the UK.

3.2.1. The development of deep approach

High level use of deep approach has been found in majority participants based on the

result of ASSIST. According to ASSIST, deep approach includes seeking meaning,

relating ideas, use of evidence and interest in ideas. Result showed students develop

the deep learning approach in three aspects. First of all, Chinese student responded

they read more and deeper in the UK.

For example, participant 3 stated,

“I need to develop my own understanding of the topic and use evidences

to support it in my essay and the exam, so it is necessary to read more

articles and make my own understanding of the topic.”

The development of deep approach also reflected on the increasing use of evidences

and critical thinking. Students mentioned they do not need to use evidences to

support the theory in China. For example, participant 2 said “Exams are more likely

to test the theory learning form the class, so we will not look at the evidence

carefully.” However, they need to use evidence to support their ideas when they are

working on the essay and exam. Therefore, participant 2 also mentioned “we will

look at evidences carefully in books and articles in here.” Critical thinking is one of

the most impress changes according to all participants. Even critical thinking was

also mentioned and suggested by teachers in China, but students responded they

23

know they should use it, but in practices, it is not necessary to use it. The academic

context in the UK stimulated or forced Chinese international students to critique the

information presented in articles and develop their own understanding.

For example, Participant 4 stated

“In the seminar, tutors encourage us to develop our own meaning of the

article, and they will not giving us the answer like in China. In addition,

we need to have critical thinking in our essay and exam. It is one of the

assessment requirements.”

Statement also indicated even student do not like to have critical analyze the

information, because of the assessment requirements. They have to accept to use it

and develop their critique skills.

The final aspect of the development of deep approach refers to the interest in ideas.

Participant 1 claimed “With the clear study purpose and the freedom choice on my

coursework, I could study what I am interesting. It stimulates my student

enthusiasm”. Thus, results showed Chinese students are developing their deep

approach during study in the UK.

3.2.2. The development of strategic approach

As well as deep learning approach, participants believe their strategic approach is

also developing during the academic semester. According to the ASSIST, strategic

approach includes 1) organized studying; 2) time management; 3) Alertness to

assessment demands; 4) Achieving; and 5) monitoring effectiveness. Significant

development of strategic learning approach mentioned by participants contains:

1. Easy to find conditions for studying

2. Look carefully at the general assessment requirements and specific assessment

requirements

3. Systematic and organized revision of the exam

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4. Look carefully at feedback

Easy to find conditions for studying

Participants emphasize it is easier to find conditions for studying in the UK.

Responses of participants proved the usefulness of study facilities could help them

easier to get on study. For example, students claimed the sufficient numbers of

computer in information common guarantee a comfortable study place.

As participant 5 mention,

“I am easy to find conditions for studying in the UK. There are numbers

of computer I could use in the information common. I do need to bring

my laptop to the library, it reduce my load. I could also access to and

restore the learning materials on the computer. I have my account on the

service.”

Besides the use of library’s computer, participants confirmed library is also a good

place for study. The design of the library avoids too much students to go in to library

like in China. Results showed students who did not usually study at library in China

also claim they are more like to go to the library. For example participant 10 claimed

“actually, I did not go the library in China, because it is too stuffy. Library in here is

a good place for studying”.

Look carefully at the general assessment requirements and specific

assessment requirements

Participants stated general assessment requirements and specific assessment

requirements will be given by the teachers before the exam or coursework. All

participants confirm they will look carefully at the general assessment requirements

and specific assessment requirements.

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For example, participants 10 said

“It is a difference because teachers in China usually have not a general

assessment requirements, the exam have the exactly reference answers, in

here, the coursework and essay do not have a clear answer, so I need to

follow the assessment requirements.”

Systematic and organized revision of the exam

Participant believes revision of exam is more systematic and organized than before.

A main reason refers to the use of MOLE. Lecture handouts are systematically

presented on MOLE. Students believe lecture handouts are the most important

materials for revision. Teachers will upload lecture handouts each lecture, it is useful

for revising one by one. For example participant 5 said “when I revise the lecture

handout, I will know this one is use in which lecture, it help me to remember the

lecture contents.”

In addition, participant 10 stated,

“I am not good at organized things. The learning materials managed by

myself will be out of order. It will influence on my revision. With the help

of MOLE, materials are ordered in a good way. In some extent, it helps

my revision”.

Look carefully at feedback

Some participants mentioned several teachers will upload a general feedback of the

coursework. It showed peers’ general performances on this coursework. Participant 5

stated it is positive for her development. In addition, participants all mention,

feedback form the lecturers will help them to improve their academic skills. For

example, participant 10 said “I like to read the feedback. We did not have feedback in

China. After reading it, I could know what exactly I should write in an essay.”

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3.2.3. The change of surface apathetic learning approach

Result indicated Chinese international students are more like to use surface apathetic

learning approach in China. However, owing to the development of deep and

strategic learning approach, the level of surface apathetic learning approach was

decreased. It was embodied in three aspects. First of all, result indicated students

become more like to understand the information instead of memorizing them without

understanding.

Personal development is also one reason. For example, participant 2 mentioned “to

understand the meaning is quite efficient than just remember it without thinking”. In

addition, as mention before, the realization of deep learning approach is more useful

when study in the UK is also one reason. Due to realizing the importance of

understanding and the use of deep learning approach, participants confirmed they

read more and deeper than before. Text books and lecture handouts are the only

reading materials for majority Chinese international students in China. In most cases,

it is not necessary to read other materials. Text books contain majority information

used in the exam. Evidences derived from participant 2,

“the text books and lecture handouts are the only learning materials I

use in revision, because of this, I did not read other materials relevant to

the course. Even some teachers will mention some useful books for us,

but we did not try to read it”.

Finally, few participants confirmed they have clear purpose of study in China.

Evidence showed some participants started to consider the purpose of study then they

study in the UK. For example participant 1 said,

“the study purpose is not clear, however, in here (UK). I know what I will

be taught and I could an interesting topic to study. It makes me more

want to consider what I want to learn and study.”

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In conclusion, evidence supported Chinese international students believes the deep

and strategic learning approach were developed when they study in the UK. Owing

to the development of deep learning approach, the level of surface apathetic learning

approach was decreased. Table 2 shows how students’ learning approach was

changed.

Table 2: The change of students’ learning approaches

Deep approach Strategic approach

1. Read more

2. Tend to understanding the knowledge

instead of unrelatedly memorizing

3. Increasing use of evidences to support

ideas

4. Development of critical thinking

5. Interesting in ideas

1. Easy to find conditions for studying

2. Look carefully at the general

assessment requirements and specific

assessment requirements

3. Systematic and organized revision

before the exam

4. Look carefully at feedback

Surface apathetic approach

1. Read more than just able to pass

2. Starting to consider study purpose

4.3. Deep approach is largely influenced by course and

assignment design

Some elements which caused the change of students’ learning approach derived from

the interviews have been mentioned in the previous section such as course design,

assignment design, teacher support, campus facilities, the use of MOLE, and

personal development of learning conceptions. In general, they all related to the

whole academic context. Form student’s perspectives, the entire academic context

influence on how they want to use learning approaches. Even this essay will not

focus on the influence of academic context on Chinese international students’

learning approaches. However, participants claimed the use of MOLE could not be

separated from the entire academic context, they are closely connected.

According to students, the use of deep approach is closely related to the entire

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academic context, especially the course and assignment design. Students claimed

attending to the seminar without previous reading did not really help them to

understanding the topic. In order to take part into the seminar, they will try to follow

the reading list and generate an initial understanding of the topic. Thus, seminar in

some extent stimulate they use the deep approach.

For example, participant 10 said

“I did not like to prepare before the class. However, since I need to

attend to the seminar, I have to read the article. Without trying to

understanding the meaning initially, I will not be able to understand it in

the seminar.”

In addition, since the realization of understanding, participants confirmed they were

less to unrelatedly memories the information. It indicated the use of MOLE help

Chinese international students to develop their deep learning approach, meanwhile,

the use of surface apathetic learning approach was reduced.

Assignment design would be the most important reason for the development of deep

learning approach. Students believed assignment requirements determined the use of

deep approach. Assignments mentioned by participants include coursework, essay,

and exam. Participant 3 mentioned “because a lot of my coursework is writing the

essay, I need to and be suggested to develop my own idea about what I have to read”.

In addition, several participants responded “without understanding what we learning

from the class, it is difficult to complete the coursework.” Critical thinking, personal

opinions, and using the evidence to support ideas are several important assignment

requirements. Therefore, participants all confirmed developing the deep learning

approach is necessary for achieving those assignment requirements.

Moreover, many participants responded the use of MOLE could help them to choose

an interesting essay topic. It is also positive for the use of deep approach. Besides

course and assignment design, the use of MOLE also have slightly connection with

29

the development of deep approach.

According to participant 1,

“The teacher put a lot of learning materials on the MOLE, even I did not

read all of them, but I think it help me to improve my study enthusiasm…

It is really useful for giving us teacher’s teaching plan, it help me to

manage my study, I have clear study purpose and aims, and I know what

I should focus on”.

Thus, since participants all believe the development of deep approach was

determined by the course and assignment design. However, some of them believed

the use of MOLE helps them to improve this process. In generally, the deep learning

approach is more related to the course and assignment design and the personal

development. However, the use of MOLE also has a slightly connection with the

development of deep learning approach.

4.4. Strategic approach related to the use of MOLE and

personal characteristic

Unlike the development of deep learning approach, results showed it is a

considerable association between strategic learning approach and the use of

MOLE. In addition, there is a slightly connection between strategic learning

approach and academic context. Results indicated campus facilities such as

library and the use of MOLE could both influence on the organized studying.

As mention before, the flexibly use of library and accessing to the learning

materials help students to find conditions for study. In addition, participants

explained owing to the use of MOLE, revision of exam becomes more

systematic and organized. The use of MOLE in some extent facilitates the

organized studying. Participants explained teachers will upload learning

resources in an organized way. Whatever students will download it in computer

or read it online, all resources are organized in a good structure. In addition,

30

some teachers will use the discussion board to answer questions about

coursework. They believe the use of MOLE is good for a systematic and

organized revision.

For example, participant 4 said,

“… Yes, it will have some effects on my revision, if there is not MOLE to

use to download the PPT or to receive the link or advise of some

important materials, my study progress will be decreased. And if the

teacher will not use the discussion board to answers our questions, then

it will be trouble to ask them through the e-mail. In the discussion board,

there are some questions I did not think about, but it is a question for me,

so if I could see what other students will ask will be helpful for my

revision…”

Alertness to assessment demands and monitoring effectiveness are also more related

with the use of MOLE. Participants explain because the use of MOLE, teachers will

upload the assessment requirements on the MOLE. It increased their attention to the

assignment requirements. In order to achieve a better performance, students will

check their work again to see if it meets the requirements. Whatever they have a high

mark in alertness to assessment demands in ASSIST or not, all participants

confirmed it help them to modify the direction of assignment and increase their

motivation of monitoring their job.

For example, participant 10 said,

“previously, I usually not to modify my work after I finish it, but in here,

because more than half of teachers will upload the assessment

requirement on the MOLE, not only the general one, but sometimes, they

upload the special requirements of this course such as the coursework

structure and some tips. When I am doing my work, I will check it in

different stages to make sure my direction is not going wrong”.

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Evidences indicated strategic learning approach is also related to students’

personal characteristics. Students believe time management and achieving are

more related with their personal characteristics. Participants argued how they

manage their study times will not be influenced by the use of MOLE or other

academic elements.

For example, Participant 5 stated,

“I prefer to have a plan and consider how many days I need to write the

essay, and decide a deadline for myself, because it could force me to

complete my work.”

4.5. Students’ perception of MOLE

Result showed students’ perception of MOLE determined how they perceive the use

of MOLE will influence on the change of learning approaches. Participant 1, 2, 3,

and 8 believe the use of MOLE is greatly positive for the development of their deep

and strategic learning approach. In other words, they have a positive attitude towards

the use of MOLE. For example, participant 1 said:

“…My study approach is very different in China and here, I think the use

of MOLE has a very important influence, because the use of MOLE, I

think I am better at self-study than before. The teacher put a lot of

learning materials on the MOLE, even I did not read all of them, but I

think it help me to improve my study enthusiasm, I become more like to

study and reading … It is really useful for giving us teacher’s teaching

plan, it help me to manage my study, I have clear study purpose and aims,

and I know what should I focus on …I know what I have learned, and I

will improve these knowledge and its meaning, and I could use in my life,

that is really good…”

Participant 4, 5, 6, 7, 9, and 10 possessed a neutral attitude towards the use of MOLE.

They stated even if there is not the support of MOLE is OK. The influence of MOLE

32

is little. For example, participant 5 said,

“…It is a bit little relevant to revision the learning information before the

exam, and to study throughout the semester, to know the assessment

requirement, tutorial preparation I think… I think even there is not the

use of MOLE, teachers will also send us the learning materials in other

ways, it just a platform or a tool, it make things more convenient, it just

ok.”

There is not participant possess a negative attitude to the use of MOLE, all of them

believes it is good to use and help their study.

4.5.1 Student with positive perception of MOLE believes it

is useful for both deep and strategic learning approaches

Result indicated students who has a positive perception will more like to believe the

use of MOLE has a largely influence on their learning approach. As mention before,

the connection between deep learning approach and the use of MOLE is not strong.

However, students with a positive perception of the use of MOLE will enhance this

connection.

With the positive perception of using the MOLE, participant 3 and 8 mentions useful

learning resources providing through the MOLE helps them to save times and make

reading more effective. They states even the development of deep approach was

largely related the course design, but with the help of MOLE, teacher will upload

learning materials and many reading resources before the seminar, it helps them to

prepare before the class and then have a deep understand of the topic.

For example, participant 8 said

“…it helps me understanding the knowledge faster and effective. With the

help of MOLE, we have a lot of relevant knowledge, it broad my

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horizon… study with the VLEs, I could understand more deep and

effective…”

In addition, the interesting to learning could be also improved by the use of MOLE.

Participant 1 and 9 considered the use of MOLE could help them to increase their

study enthusiasm with different reasons.

Participant 1 explains because teachers will upload lecture outlines onto the MOLE,

she has a clear idea of the learning process and study aims. Lecture outline presents

the basic information of this module including model aims, learning objectives,

learning methods, and assignment information. Based on this, she will consider her

own reason to study throughout the study process. However, she argued even there is

still the outline and the suggestion of relevant materials, but without put them

together, it will probably reduce her enthusiasm. She might probably not very inspire

to read more. Through the MOLE she could go through those materials to find out

which topic is more interesting to her. Therefore, she maintains with the help of

MOLE, she becomes more interesting in the knowledge and more like to discover

her own meaning of the knowledge.

As participant 1 mention,

“… puts a lot of learning materials on MOLE, including the PPT and

other reading materials … I could choose what I want to learn, and

choose when I read it, it is pretty good…even I did not read all of them,

but I think it helps me to improve my study enthusiasm… In China,

teachers are disinclined to give us reading materials, they usually say ‘to

read more things will help you’ or sometimes just said some book is good,

you could have a look’, they are not just give the materials to us, so I am

not very inspire to read more. But in here, because the use of MOLE,

teacher will use it and give us the reading material, it is convenient and I

read more than before… yes, I will to generate my own meaning of what I

read, because I am interesting in it….”

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Although participant 9 did not believe the use of MOLE could influence on deep

approach, but he suggested,

“…the use of MOLE helps me to learn in a better atmosphere and

environment. Let the students feel comfortable. It provides a convenient

platform for me to seek meanings of knowledge. ”

Reasons of why participant 1, 3, 8 and 9 believes the use of MOLE could affect their

deep approach could be summarized as:

1) Preparation is more efficient with the help of MOLE, it could help student to get a

better understanding of knowledge;

2) Teacher upload their teaching plan onto the MOLE could give a clear idea of what

will be taught during the semester. Based on this function, some student might start

to consider the purpose of their study, and will think about it when they choose what

to read and what to focus. It will improve their learning enthusiasm and make them

more interest in learning. Finally results in the development of deep approach;

3) MOLE could be treated as a comfortable environment which helps him to think

more and deeper.

Thus, students with a positive perception of MOLE are likely to perceive the use of

MOLE is helpful for studying. In addition, they will probably to use it to improve

their deep learning approach. Whether the positive will influence on the use of

strategic approach is not clear according to students’ opinions. All participants

indicated the use of MOLE was related to the use of strategic approach. Therefore,

students with a positive perception of MOLE will probably use MOLE to develop

their deep and strategic learning approach.

35

4.5.2 Technical issue and limit resources will result in a

negative perception of MOLE

Although there is not one participant possess a general negative perception of the use

of MOLE. According to participants’ views, technical issue and limit functions will

impede the use of MOLE and result in negative perception. For example, participant

4 said “I could not read the entire lecture handout with my iPad on the MOLE. I hope

this mistake could be solved.”

In addition, participant 5 said

“Even I think uploading relevant materials on the MOLE is helpful for

my study. However, the learning materials offer on the MOLE is still too

limit. The most frequent thing I use MOLE to do is downloading the

lecture handouts.”

4.5.3 Useful functions and lecturers’ supporting will

increase students’ positive perception of MOLE

Useful functions refers to functions are perceived useful by students. Lecturers’

supporting refers to how teacher will use the MOLE to improve their teaching

and help students’ learning. Participants with neutral perception Of MOLE

argued there are few useful functions could be used on MOLE. In addition,

only few teachers will use the discussion board. The discussion board could be

used to improve the interaction between teachers and students. Some

participant indicated limited functions of MOLE and less support from teachers

will restrain the positive perception of MOLE.

For example, Participant 5 said,

“I do not believe the use of MOLE has large influence on my learning

approach because functions of MOLE are limited. The main function I

could think about is downloading the learning materials. Even I could

36

ask questions to teacher on the MOLE. However, only one teacher uses

this function.”

4.5.4 Peer influence on the perception of MOLE

Result indicated how peer perceive the use of MOLE will influence on students’

perception of MOLE. For example participant 2 mentioned,

“Some materials uploading on the MOLE I did not have chance to read it.

However, my friend is very like to read all of the materials, and I will ask

him if there are some interesting materials or useful materials. He thinks

the use of MOLE is very useful, so did I.”

In contrast, participant 6 said, “We did not really use the MOLE. We prefer to have a

discussion between different peers. MOLE is a useful tool to receive and organize

learning materials.” Thus, how peers’ perception of MOLE could influence on

students’ perception.

4.6. Conclusion

In conclusion, this research discovered the change of learning approaches of a part of

Chinese international students. According to the research result, participants

mentioned the surface approach is the main learning approach they used in China,

however, it does not indicate their deep and strategic approach is poor in China.

Since the influence of the entire academic context of the UK, participants approved

their deep and strategic approach has been developing. Conversely, the use of surface

apathetic approach is decrease owing to the development of deep and strategic

approach.

Course design, assignment design, and personal characteristic, were proved by

participants, have significant influence on the development of deep learning

approach. Picture 1 shows how the academic context including the use of MOLE

37

influence on students’ learning approaches.

Picture 1: How Chinese international students’ learning approaches are influenced by the

academic context and the use of MOLE.

Participants with positive perception toward the use of MOLE believed the use of

MOLE also has important influence on their deep learning approach. In contrast,

strategic approach was more influence by the use of MOLE and personal

characteristic. Result showed with a positive perception of MOLE, participants are

more like to believe the use of MOLE was influence on both deep and strategic

approach. Moreover, with the positive perception, participant will more like to

discover more useful functions of MOLE. Evidences derived from interviews

discover technical issues, limited functions, limited resources and language barriers

might increase negative perception of the use of MOLE, while teachers’ supports,

useful functions, and peers’ support could improve positive perception of the use of

MOLE (show in picture 1). Picture 2 shows how Chinese international students’

learning approaches are influenced by the use of MOLE.

38

Picture 2: the connection of useful functions of MOLE and students’ learning approaches.

Picture 2 presented access to learning materials, access to feedback, asking and

browsing questions on the MOLE are three main functions could influence on their

change of learning approaches. Furthermore, according the ASSIST result, the

relationship between the use of strategic approach and surface apathetic approach

seems not negative for Chinese international students.

39

5. Discussion

This research aims to explore how Chinese international student think about their

change of learning approach will be influenced by the use of VLEs. This research

will also consider the effect of academic context on the use of VLEs. Result of this

research showed the use of VLEs has a moderate influence on students’ learning

approach. This influence is closely related to academic context of the VLEs.

Course design, assignment design, and teachers’ support are three components

influence on the perception of VLEs. Evidences from this research proved Chinese

international students with positive perception of VLEs will more tend to agree the

use of VLEs is helpful for their development of deep and strategic learning

approaches. Research also found out peers’ advices and support will increase

student’s positive perception of VLEs, while technical issues and limited resources

will increase negative perception of VLEs. Since there is not one participant possess

a general negative perception of VLEs, so it is no evidence support negative

perception of VLEs will influence on students learning approach. The surface

apathetic approach was decreased according to the research result. Result did not

discover a relationship between VLEs and surface apathetic learning approach.

However, since the develop of deep approach result in the decrease of surface

apathetic learning approach, in addition, it was coursed by the use of VLEs, so

research result also indicated the decrease of surface apathetic learning approach was

influence by the use of VLEs.

According to previous researches, Chinese students have been demonstrated are

preferred passive teaching method and rely on authority information. In addition,

studies also indicated they perform poorly in independent learning and critical

thinking (Huang, 2005; Chen, Tsai-Hung, Sue and Karl, 2008). However, the

‘paradox of the Chinese learner’ developed by Watkins and Biggs (1996, p.269)

noted Chinese students with high level of surface approach learning could also

40

achieve high academic achievement. Later researches discovered one reason refers to

Chinese student perceive memorisation is an integral part of understanding (Dahlin

and Watkins, 2000; Marton, Dall'Alba, and Tse, 1996). Chinese students who achieve

high performance are oriented towards deep learning. However, the use of deep

learning approach is restricted by the Chinese education system (Biggs and Watkins,

1996). Result of this research confirmed the higher level of surface apathetic learning

approach use by Chinese students in China was determined by the education system.

Since the use of surface apathetic learning approach, Chinese international students

presented poor capability of critical thinking and independent learning.

Result was consistent with previous studies, evidence supported the change of

academic context will influence on Chinese international students’ learning approach.

The academic context in the UK emphasizes critical thinking and capabilities of

problem-based solving. As a result, Chinese international student experience the

difficulty of learning when they start to study in the UK (Huang, 2005). In order to

solving the problem, result of this research showed developing deep learning

approach was a useful solution according to participants’ perspectives.

Diseth, Pallesen, Hovland, and Larsen (2006) claimed deep and strategic approaches

are more associated with students’ characteristics, while the surface apathetic

learning approach is more result by the academic context. In contrast, this research

discovered course and assignment design has significant influence on the

development of deep learning approach. It is consistent with many other researches

(Ramsden and Entwistle in 1981; Ramsden, 1988; Lizzio, Wilson and Simons, 2002;

Filak and Sheldon, 2003; Betoret and Gomez, 2011). However, it did not indicated

personal characteristics have less influence on their learning approaches but the

influence of course and assignment design is probably stronger than personal

characteristics for Chinese international students.

41

According to Lee, Srinivasan, Trudian, Lewis, and Lopez (2011) and other

researchers well-organized materials supported by online learning environment will

help student to understand the content better and improve sophisticated study strategy.

Sophisticated study strategy refers to utilizing deep and strategic approach. Result of

the research showed a part of Chinese international students believes the use of VLEs

could help them developing both deep and strategic learning approaches. However,

positive perception has significantly important influence on these statements. It also

consistent with other researches (Linder and Murphy, 2001; Breen, Cohen and Chang,

2003). Evidences from result suggested Chinese international students with a positive

perception of VLEs will easier to discover useful functions of VLEs. As a result, they

responded the use of VLEs is positive to the use of deep approach. Result discovered

the influence of the use of VLEs on deep approach was reflected on the function of

providing clearing lecture outline, reading materials and relevant learning resources.

Lee, Srinivasan, Trudian, Lewis and Lopez (2011) suggested providing appropriate

supporting strategy will enhance students’ learning and learning experiences. Result

of this research approved instructional support such as answering students’ questions,

providing clear instruction, suggesting relevant resources and giving feedbacks of

assignments were have little or largely influence on students’ learning approach. The

extent of influences has not been explored in this research. Result indicated

instruction support through VLEs will influence on Chinese international students’

strategic learning approach. Students believe the use of VLEs could enhance the

influence of instruction support when the information is presented structurally on the

VLEs. However, unlike the use of deep approach, the development of strategic

approach did not show an explicit connection with students’ positive perception of

VLEs. Research also approved Chinese international students believe the use of

strategic approach was more related to their personal characteristics, the influence of

VLEs refer to improving the process and saving their time and effort. It is

consistent with Diseth, Pallesen, Hovland, and Larsen’s finding of strategic learning

approach is more associated with personal characteristics.

42

According to Marton, Hounsell and Entwistle (2005), the use of deep and strategic

learning approach will result in high academic performance and outcomes. Since

positive perception of VLEs could stimulate the development of deep and strategic

learning approach, it is necessary to enhance students’ positive perception of VLEs.

Research discovered not only course and assignment design, teachers’ support could

also help to increase positive perception of VLEs. Evidences from result indicated

without teachers’ support the function of VLEs will not be fully presented to students.

In addition, useful functions are one of the important elements which have important

influence on the positive perception and negative perception of VLEs according to

students’ perspectives. Useful functions of VLEs determined how much students

could use it to help their study. Without appropriate useful functions, the negative

perception of VLEs will probably increase and students will not tend to use the VLEs

(Britain and Liber, 2004).

Furthermore, research also found out technical issues was related to students’

perception of VLEs. Linder and Murphy (2001) suggested newness of technology

and system will stimulate students’ negative perception. Newness of technology and

system will result in barriers to use the VLEs. Result of this research discovered

unable to normally use MOLE through iPad increase a part of students’ negative

perception. This technical issue also related to unable to use VLEs, this consequence

is similar with newness of technology and system. Thus, technical issues which

result in unable to use VLEs could increase the negative perception of VLEs. In

addition, limited resources is other elements to restrict students’ positive perception

of VLEs, and result in the negative perception.

Ramsden and Entwistle (1981) suggested ‘greater freedom in learning’ and

‘avoidance of overloading’ has great possibility to facilitate the use of deep learning

approach. However, finding of this research showed limited resources is one of the

components which will increase the negative perception of VLEs. Limited resources

means there is few choose of reading. Even the assignment design allows students to

43

choose the interest topic, but the limited resource presented on the MOLE reduces

their chance to understanding a potential interesting topic particularly for Chinese

international students. Chinese international students preferred passive teaching

method (Huang, 2005; Chen, Tsai-Hung, Sue and Karl, 2008). Thus, to provide

plenty learning resource in a clear structure will help Chinese students to explore

their interesting topic.

6. Pedagogical Implications

To explore how Chinese international student think about the use of VLEs will make

a contribution to understand how to improve their learning and learning experiences.

This research and previous research discover the use of VLEs could influence on

students learning approach. In consideration of numbers of Chinese international are

studying in the UK. It is necessary to improve the VLEs’ strategy to meet Chinese

international students’ requirements. It has been argued high level of deep and

strategic approaches were benefit to students’ academic performances and satisfied

outcomes. Present research also indicated the use of VLEs could help Chinese

international student to develop deep and strategic approach. Chinese international

students perceive VLEs is a platform to enhance learning activities. Thus, the

promotion of academic context such as course design and assignment design is

significant important.

Furthermore, since with positive perception of VLEs Chinese international students

could easier to discover more useful functions to support their learning, so to

increase positive perception of VLEs is also important. Result of this research

suggest lectures’ support, a well structure of information presentation and technical

issue support could help student to reduce negative perception and improve positive

perception of the VLEs. In addition, it is also suggest lecture provide plenty learning

resources on the VLEs. Plenty of learning resources allow Chinese international

students free to choose which topic they want to study. These learning resources

44

could also help students to explore other potentially interesting topic.

7. Limitation

Limitations of this research could be summarized into 3 main aspects. First of all,

researcher has relatively poor academic research capabilities. It results in the use of

unsophisticated sampling technical and data analysis method. It is appreciated that

this research was instructed by a veteran supervisor during the entire process. It helps

the author to develop her capability in this progress. The research is a true and

valuable work paper but contains some leaks on the interpretation of qualitative data.

Furthermore, owing to the limited time and resources, MOLE was the only one

available example of VLEs which could use in this research. Although there is no

other example could choose, the MOLE contains majority functions of a general

prototype of VLEs。Thus MOLE is available to use as an example. However, to

practice the findings in other VLEs might need to consider the difference situations

of two VLEs. Finally, since samples of this research did not contains Chinese

international students who have high level use of surface apathetic approach.

Findings of this research did not completely explore how Chinese international

students think about the use of MOLE will influence on their learning approaches. It

requires further exploration.

8. Further works

It is a snapshot research of the use of VLEs and students’ learning approaches. This

research discovered the deep and strategic learning approaches of Chinese

international students could be enhance by the use of VLEs when they have a

positive perception. However, Chinese international students who have high level use

of surface apathetic approach had not been investigated in this research. Therefore, to

find out if the use of VLEs could increase their use of surface apathetic approach or

deep and strategic approaches will be a valuable aspect. In addition, this research

45

also indicated limited resources will decrease Chinese international students’ positive

perception of VLEs. Thus, another further research aspect will focus on exploring

how many resources presented on the VLEs could improve students study

enthusiasm and results in the development of deep approach. Finally, it is a

qualitative work to generate a deep understanding of how Chinese international

students think about the use of VLEs will influence on their use of learning

approaches. Therefore, a quantitative method will be required to explore a general

situation in this area.

9. Conclusion

In conclusion, this research aimed to explore how Chinese international students

think about the use of VLEs (in case of MOLE) will influence on the change of their

learning approaches. The first research questions refer to whether Chinese

international students will change their learning approaches when they come to study

in the UK. Result of this research showed their learning approaches are slightly or

largely change after studying in the UK. The deep and strategic learning approach

will be developed when Chinese international students study in the UK. Since the

development of deep approach, the use of surface apathetic is decreased. Course

design, assignment design, the use of VLEs, and personal characteristics are several

reasons stimulated Chinese international students to develop the deep learning

approach. Results also demonstrated positive perception of VLEs will help to

enhance the development of deep approach. Furthermore, the use of VLEs could

improve Chinese international students’ strategic approach when the information on

the VLEs is well-organized and easier to access. Research objectives are achieved in

this research. Since there are some limitations of this research, it was completed

within the expected. This research also find out teacher’ supports and technical

support have been proved will influence on students’ perception of VLEs. Therefore,

it is suggested to increase teachers’ engagement of VLEs for enhancing students’

perception of VLEs. word count: 12,534

46

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11. Appendix

Appendix 1: The ASSIST

55

56

The ASSIST is also available at: http://www.etl.tla.ed.ac.uk/questionnaires/ASSIST.pdf

57

Appendix 2: General Interview questions:

1. Compare with your study approach in China, was it change or was it different in here?

What is the different? Could you describe it in detail?

2. Have you use any Virtual learning environment before you came into the UK?

3. Think carefully, what you usually use Mole for?

4. What do you think about the advantages of MOLE? Compare with if there is not the

support of MOLE.

5. What do you think about the disadvantage of MOLE? For the study approach?

6. …hehe…To think again what you have said about the change of your study approach, in

what extent, do you think the change is related to the use of MOLE?

7. OK, the MOLE is just one type of the virtual learning environment, The VLE in theory,

is a learning environment based on the web or internet, every learning activities could be

integrated into those environment depends on different requirements of each

environment. In my research, I am focus on the supportive VLE such as MOLE which

aims to support the physical teaching; I am studying how they will influence on student’s

learning approaches. So except MOLE, what do you think a supportive VLE should or

could influence on your study approach?

8. Do you thing ‘seeking the meaning of knowledge’ and the use of VLE may have any

connection?

9. Do you think there is a relationship between managing the study, finding out the aim of

study, and modifying the learning attitude and the use of VLE? Do you think the use of

MOLE could help you for that?

10. If there is not MOLE, will it influence on the systematization and organization of

revision?

11. Do you think the use of MOLE may relate to the study anxious? Will it increase or

decrease your study anxious? Will you feel you are confused of what you are learning if

there is not the support of MOLE? Will you be more worry about if you are not doing

well with your coursework if there is not the use of MOLE?

58

Appendix 3: Interview transcripts

Sample： participant 8 female come from management school

Q: 你觉得你在国内的学习方式和在英国有什么不一样的吗？可以仔细描述一下吗？任何

你能想的学习方式都可以（包括对知识的理解， 预习，复习的过程， 学习的范围等等）

A: 我觉得学习方式还是有蛮大改变的。比如说对知识的理解吧，我觉得比在国内的时候理

解的深了，因为在英国一般是 critical 的看问题，一般会对某个 concept 或 issue 的正反两方

面都涉及， 有时候还要分析它的有利点和不利点，经过分析讨论，这样一来，就会对知识

有更深更全面的理解。然后也是因为要客观的评价的原因，所以会尽可能的会多找些相关

资料来论证观点，所以学习的内容要比国内的时候要丰富了很多，而且更深入了。而且学

会了用批判性的眼光看问题。以前在国内只要觉得书上或某些比较 academic 的论点就是正

确的，不会怀疑他的可信度， 有些理论我们还要把它背下来写在考试卷里面。 在国内一

般都不需要去批判的看待一个问题， 也不需要找很多文献证据来证明他。 另外，到英国

后比较喜欢参与讨论了，觉得这样既能帮助理解一些知识，又能集思广益，给自己提供一

些想法。还有就是有时候会提前预习功课了。

Q: 在来英国之前， 有没有用过其他的类似于 MOLE 的学习系统？ Yes -2 No -3

A: 有耶，以前大学的时候有个专门的学校 bbs，如果这个算的话，就是有

Q: 你一般都用他来做什么？

A: 就在上面下载下载学习资料，还有关注一下学校新闻，还有就是在上面问问老师问题，

和同学讨论讨论课程什么的。

Q: 仔细回想一下， 你都用过 MOLE 做过什么？（下载 PPT， 和教学相关的资料， 交论文，

老师在 MOLE 上回答学生提出的有关 course 或者 coursework 的问题）

A: 下载 ppt, 学习资料。还有就是在 feedback 那一栏问关于一些课程或考试，论文的问题，

一般来说这个还是对学业很有帮助的，老师能及时的给你答复。并能在上面和同学们进行

交流讨论，非常有助于对课程内容的理解。还有一些课程 sign up。

Q: 你觉得 MOLE 的优点都有哪些？对比一下如果没有 MOLE 的话会怎么样?

A: 下载资料，课件很方便。没有的话只是上课靠记笔记的话效率很低，而且不利于听课。

在课前提前下载好，还能预习功课，上课的时候能比较容易的跟上老师的讲解。特别是对

于我们这些留学生来说，非常有用。那个 feedback 的板块也很好，不仅能在上面得到老师

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的解答，而且当你想不到一些问题时，通过浏览其它同学提的问题，也可以帮助对课程内

容的理解。而且使学生与老师的互动变得比较容易。毕竟预约老师去办公室问问题的这种

方法不是很方便，而且有一些同学常常会有一些同样的问题，运用 mole 提高了这方面的效

率。一次性解答一部分同学的问题。

Q: 你觉得 MOLE 的缺点都有哪些？

A: Mole 能找到的资料还是有限。只是自己所学科目的 ppt 和一部分其他有限资料。

Q: 你希望 MOLE 能给你提供什么资料呢？

A：很多啊，我觉得所有老师觉得和课程相关的资料都可以放到 MOLE 上面。 只要他不说

全部都要去读， 我就可以选择一些我感兴趣的东西去读。 这样的话， 我也会觉得我有更

多的选择， 可以提高我的积极性~。

Q: 回想一下你刚才说的学习方式的改变， 你觉得你的学习方式的改变有多少程度上是和

MOLE 的使用有关的？

A: 还是有一部分影响的。比如预习功课吧，在 mole 里面可以直接下载到接下来要上的课

的资料。可以有助于预习功课。还有就是关于讨论，mole 给讨论，不管是学生与老师还是

学生与学生，都提供了一个很好的平台。

Q: MOLE 只是众多虚拟学习环境中的一种。 虚拟学习环境 （virtual learning environment）

定义上说呢， 就是基于 Web 的学习环境或者也叫做虚拟学习系统，各种学习活动都会在

被不同程度的融合到虚拟学习系统中， 根据不同的需求，学习系统的功能也会不一样，我

的论文所研究的对象就是类似于 MOLE 这样的， 以辅助 physical 教学为目的的虚拟学习环

境，对于学生的学习方式会有什么影响。 那么撇开 MOLE 不提，你认为一个以辅助 Physical

教学为目的的虚拟学习环境 应该， 或者 会对 你的学习方式有什么影响呢。 （PS： 学

习方式可以按照 the enthusiasm of seeking the meaning of knowledge, how you manage your

study plan including the time, space, and 复习的方式, 学习的范围（只学能够 pass 的东西），

如何激励自己学习等方面， 不一定一定要按照这些东西来说，只是个例子）

A: 我觉得像这种类型的web，还是比较有用的吧，不仅能提供你上课或考试或者 coursework

需要用到的资料啊，而且还可以在上面下载你可能感兴趣的相关资料。可以拓展自己的学

习范围。还可以激励自己预习，复习，达到更好的学习效果。而且这种方式很节省时间，

很有效率，比如不用花太多额外的时间去找你需要的资料。而且如果这种虚拟学习环境如

果能更方便的查找，搜索自己可能感兴趣的资料等等，都有助于提高自己的学习热情。

Q: 你觉得 seeking the meaning of knowledge 和虚拟学习环境的使用会不会有关系？

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A: 有的,可以有助于帮我更快更好的理解知识。而且可以有效的拓宽知识面。可以在虚拟学

习环境中寻求有效知识信息，可以更广更有效的理解知识。

Q: 你觉得安排自己的学习计划，确定学习方向，和调整学习态度和虚拟学习环境的使用

A: 不会有关系.

Q: 你觉得虚拟学习环境可以帮助你安排自己的学习计划，调整学习方向和态度吗？

A: 还是可以的吧。比如说有了 mole 吧，我会比较想预习啊，特别是在国外学习，会想要

在上课之前先熟悉上课内容，有助于上课的时候跟得上。而且在复习的时候很有用，可以

帮助自己安排复习进度。而且有的老师会在上面放一些相关资料，有兴趣的时候可以下载

学习。拓宽学习范围。另外就是，上面有回馈部分，如果没有 mole 的话，觉得去办公室问

老师问题很麻烦，也许就算了，不想问了，但是如果可以在线问问题的话，更有助于解决

问题。所以会更愿意问问题了吧。

Q: 如果没有 MOLE 的使用,会不会影响复习的系统性和组织性？

A: 就像我上面说的，还是会的。有了 mole 的话复习更系统化了，可以根据 mole 的内容，

改变或安排自己的复习计划。但如果没有的话，也许也可以根据书的内容什么的安排，但

是就是要花更多的时间，效率很低。而且也许没那么容易抓住重点。如果单单对考试来说

的话，有可能事半功倍。

Q: 你觉得虚拟学习环境的使用和对学习的压力和焦虑有没有关系呢？相比之下如果没有

MOLE 的使用你会怎么样？ 你会不会觉得学习的方向不够明确，作业的要求知道的也不够

清晰， 还可能会经常担心作业有没有做好？

A: 有一点吧，mole 的话，可以帮助复习，提高学习效率，有助于抓住重点，所以可以在

一定程度上缓解学习压力和焦虑的问题。如果没有 mole 的话，当然会需要花更多的时间在

学习上，因为包括一个查找各种资料的过程时间啊，这个其实会花很多时间的。所以有可

能造成学习效率低下的问题，很容易让自己没有学习热情。而且特别是对于本身学习能力

就不是很强的同学的话，有和没有 mole 会差很多。对我自己来说，如果没有 mole，我还

是会很慌的，因为在考试或论文之前，我需要很明确的指导老师的评分标准，各种要求，

这样我才能更好的完成复习或论文， 知道的情况下会让自己有个奋斗方向，也往往会有一

个比较好的结果。如果没有的话，很容易像无头苍蝇，而且心里会特别没有底，复习或写

论文的时候没有信心，这样结果往往也不会太好。

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Q: Compare with your study approach in China, was it change or was it different in here?

What is the different? Could you describe it in detail?

A: I think my learning approaches are change largely when I study in the UK. For example,

the understanding of knowledge, I think I will try to have a deeper understanding of the

knowledge I learn from the lecture and the article I read. Because critical thinking in here is

very important, we need to realize different opinions of one concept or issue. For example,

the advantages and the disadvantages of one issue, and what is the positive influence and

what is the leak of one idea. Meanwhile, we also need to look at a condition objectively,

analyze its different potential possibilities. Thus, we will have a very deep understanding of

one concepts or idea. In addition, we need to search relevant evidences to support one idea or

our own ideas. Therefore, we learn more than in China, and we need to learn more and

deeper. In China, concepts write on the book has been proved is right, and we need to write it

in our exam. It is not necessary to critical those concepts or other ideas, and we did not need

to use academic evidences to support our ideas. In the UK, I become more like to take part

into the seminar and discussion with peers. I think it could help me to have a deep

understanding and develop more ideas. Other change is I will prepare before class

sometimes.

Q: Have you use any Virtual learning environment before you came into the UK?

A: YES, we have a bbs, if it is one kind of virtual learning environment. Students will

provide materials and experience on that and we could discuss on it too. I could ask question

to teacher on it. In addition, news will also post on there to.

Q: Think carefully, what you usually use Mole for?

A: Downloading the PPT, and other learning materials, to ask questions about the course,

coursework, exam, or essay. It is very useful for study. Teachers could give you answer in a

short time, and I could also discuss with peers as well. It helps me to know more about the

lecture and knowledge. I could also sign up some seminar with the use of MOLE.

A: Downloading the PPT, it is very convenient. If there is not PPT, to make notes on class is

inefficient, and it is negative to concentrate on the lecture. I will download it before the class.

I will read it before having the lecture. Then I think I could easier to follow the teacher in the

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lecture. I think it is especially useful for international students. There is a function is also

useful too. A teacher use it to answer our question, I could not only receive the answer of my

question. When I want to check if there are some important things I did not think about, I

will check them by go through other students questions. I could also help me to understand

the content of the course and the assignment requirements. In addition, I think because the

use of this function, interaction between students and teachers are become easier. It is not

very convenient to book a meeting with teacher. We always have the same questions, the use

of MOLE improve the efficiency of solving students’ question.

Q: What do you think about the disadvantage of MOLE? For the study approach?

A: Although teachers will upload some learning resource into the MOLE. However, I still

think the resources provide by the MOLE is limited. Most of them are the lecture handouts

and some other very limited materials.

Q: What materials you want to be provided by the MOLE?

A: A lot. I think all materials the teachers think is useful or relevant to our lecture could

provide on the MOLE. We will have a lot of choices. If there is not language barriers, I hope

they could put a lot of materials on the MOLE.

Q: To think again what you have said about the change of your study approach, in what

extent, do you think the change is related to the use of MOLE?

A: I think the use of MOLE was influence on my study. For example, I could prepare before

the class through downloading the lecture handouts on the MOLE. I could also download the

reading materials from the MOLE before the seminar, it is quite good. In addition, it is also

useful for my revision. It organized all the information well. In addition, it is about asking

the questions online, whatever teachers or students, it gives us a very good platform to ask

question.

Q: OK, the MOLE is just one type of the virtual learning environment, The VLE in theory, is

a learning environment based on the web or internet, every learning activities could be

integrated into those environment depends on different requirements of each environment. In

my research, I am focus on the supportive VLE such as MOLE which aims to support the

physical teaching; I am studying how they will influence on student’s learning approaches.

So except MOLE, what do you think a supportive VLE should or could influence on your

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study approach?

A: I think the use of VLEs is useful. It not only provides the learning materials you need to

use in the class or in the coursework. You could also download some interesting learning

resources. It could help students to expand our study scope. In addition, it also stimulates me

to prepare before the class. Revision with the use of MOLE is also more efficient. It saves

my time, and increases my outcomes. I don’t need to spend more time to search the materials

I think it may be useful for my exam. In addition, to check if there are some interesting

learning resources provide by the MOLE could improve my study enthusiasm.

Q: Do you thing ‘seeking the meaning of knowledge’ and the use of VLE may have any

connection?

A: Yes, it has some influence on whether will more like to seeking the meaning of

knowledge. I think it help me to understand things more fast. Because I don’t need to spend

more time to search appropriate materials. It could also help me to expend my horizon.

Q: Do you think there is a relationship between managing the study, finding out the aim of

study, and modifying the learning attitude and the use of VLE? Do you think the use of

MOLE could help you for that?

A: I think it could. For example, because the use of MOLE, I become more like to have a

preparation before the class. It save my time, and the materials use to prepare before the

class is not many like a text book. And the PPT is easier to understanding than a textbook.

Since preparing before the class, I could follow the lecturer in class well. It is useful for

revision too, it help me to arrange my revision plan. I could revise one section by one section.

The extra learning resource provide by the MOLE allow we to choose some interesting

article to read and expend our knowledge. If there is not the use of MOLE, I think to ask

questions after classes or in their’ office room is not very convenient. I might usually leave it

away. I prefer to ask them online.

Q: If there is not MOLE, will it influence on the systematization and organization of

revision?

A: as I mention before, yes. With the help of MOLE, the revision could be more systematical,

I could follow the content presented on the MOLE to change or arrange my study plan. But

if there is not the use of MOLE, even I could also revision through the textbook; the revision

64

will probably not be efficient. I need to spend more time to organized the knowledge, and it

is not easy to catch the key point of exam.

Q: Do you think the use of MOLE may relate to the study anxious? will it increase or

decrease your study anxious? Will you feel you are confused of what you are learning if

there is not the support of MOLE? Will you be more worry about if you are not doing well

with your coursework if there is not the use of MOLE?

A: A little. For MOLE, it could help the revision; it helps to catch the key point, so it reduces

some of my study anxious and pressure. If there is not the use of MOLE, I need to spend a

lot of time in my study, it includes the times of search useful learning materials, it really

spend a lot of time, and some time I found the materials I found is not really useful. It will

decrease my study enthusiasm. I hope teachers could provide some key article for each essay

topic. I do not need them to provide all the materials, but several are OK. Be honest, I am

OK for this, but for some students who did not have high capability to search useful

information, without the use of MOLE to receive some (even I think it is still limited) key

articles, they will be have trouble. For myself, if there is not the use of MOLE, I will become

more flustered. Because I really need to know the assessment requirement of the coursework

and exam, then I could know which part I need to improve before the exam, and I will get a

good outcomes. I will probably lost my confident without the use of MOLE.

65

Appendix 4: Ethic application form

UUnniivveerrssiittyy RReesseeaarrcchh EEtthhiiccss AApppplliiccaattiioonn FFoorrmm

for Undergraduate & Postgraduate-Taught Students

I confirm that I have read the current version of the University of Sheffield

‘Ethics Policy Governing Research Involving Human Participants, Personal

Data and Human Tissue’, as shown on the University’s research ethics website

at: www.sheffield.ac.uk/ris/other/gov-ethics/ethicspolicy

A1. Title of research project:

Virtual learning environment and learning approaches

A2. Name of Student: Mengyu Wu

Department: Information Management

Email: Mwu3@Sheffield.ac.uk

Tel.: 07412198830

Name of Supervisor: Peter Stordy

A3. Proposed Project Duration:

Start date: 11/06/2012 End date: 03/09/2012

A4. Mark ‘X’ in one or more of the following boxes if your research:

involves adults with mental incapacity or mental illness

involves prisoners or others in custodial care (e.g. young offenders)

involves children or young people aged under 18 years

66

involves using samples of human biological material collected before for another purpose

involves taking new samples of human biological material (e.g. blood, tissue) *

involves testing a medicinal product *

involves taking new samples of human biological material (e.g. blood, tissue) *

involves additional radiation above that required for clinical care *

involves investigating a medical device *

* If you have marked boxes marked * then you also need to obtain confirmation that

appropriate University insurance is in place. To do this email insurance@shef.ac.uk and

request a copy of the ‘Clinical Trial Insurance Application Form’.

It is recommended that you familiarise yourself with the University’s Ethics Policy Governing

Research Involving Human Participants, Personal Data and Human Tissue before completing the

following questions. Please note that if you provide sufficient information about the research (what

you intend to do, how it will be carried out and how you intend to minimise any risks), this will help

the ethics reviewers to make an informed judgement quickly without having to ask for further details.

A5. Briefly summarise:

i. The project’s aims and objectives:

(this must be in language comprehensible to a lay person)

Aim: The aim of this research is to explore how Chinese international student thing

about the use of VLEs (Virtual learning environments) will influence on their

learning approaches in case of MOLE (My Online Learning Environment).

Objectives:

67

1. To discover how Chinese students change their study approach while they study

in the UK.

2. To identify which function they use in MOLE they think could affect the change

of study approach.

3. To find out whether they think the use of MOLE should be affect the deep

approach

4. To find out whether they think the use of MOLE should be affect the strategic

approach

5. To find out whether they think the use of MOLE should be affect the surface

apathetic approach

6. To find out whether the perception of VLEs will influence on the effect of VLEs

on study approach.

ii. The project’s methodology:

(this must be in language comprehensible to a lay person)

It is a qualitative method. 10 Semi-structure interviews are used to collect the data and

open-coding method will be used to analyze the transcripts. Sample of this research are

Chinese international students who study in the University of Sheffield.

A6. What is the potential for physical and/or psychological harm / distress to

participants?

The potential for participant harm/distress is no different than any other encounter

A7. Does your research raise any issues of personal safety for you or other

researchers involved in the project? (especially if taking place outside working

hours or off University premises)

Yes.

If yes, explain how these issues will be managed.

Interview will be conducted in the study room in the information common. Audio record will

use to record the whole process.

68

A8. How will the potential participants in the project be:

i. Identified?

Chinese postgraduate international students who are currently studying in the University of

Sheffield are the target of this research.

ii. Approached?

Convenient sampling and snowball sampling will be used. Friends who are postgraduate

student also study at the University of Sheffield will be asked to contact their colleagues and

ask them whether they would like to take part into this research. New participants will be

invited to ask whether they have friends would interesting in this research.

iii. Recruited?

Postgraduate Chinese international students who come from China and study at the

management department will be invited to take part in my research.

A9. Will informed consent be obtained from the participants?

YE

S

√ N

O

If informed consent or consent is NOT to be obtained please explain why.

Further guidance is at:

www.sheffield.ac.uk/ris/other/gov-ethics/ethicspolicy/policy-notes/consent

A9.1. This question is only applicable if you are planning to obtain informed consent:

How do you plan to obtain informed consent? (i.e. the proposed process?):

I will give the informed consent participant when they are willing to take part into my

research when they read the information sheet to understand the aim of this research, their

rights and obligations. If they agree to take part into this research and sign the informed

consent, I will obtain the signed informed consent.

A10. What measures will be put in place to ensure confidentiality of personal data,

where appropriate?

69

All data will be stored and analyzed on personal laptop, the laptop will be kept on safe

location. A copy of all data will be stored on researcher’s University drive. All data will be

deleted after finish the research. Participants’ name and other personal data will not be

recorded on transcripts or any other document data.

A11. Will financial / in kind payments (other than reasonable expenses and

compensation for time) be offered to participants? (Indicate how much and on

what basis this has been decided)

No.

A12. Will the research involve the production of recorded media such as audio

and/or video recordings?

YE

S

√ N

O

A12.1. This question is only applicable if you are planning to produce recorded media:

How will you ensure that there is a clear agreement with participants as to how

these recorded media may be stored, used and (if appropriate) destroyed?

Digital files will be stored in personal laptop and all files and paper copies will be delete at

the end of this research

Guidance on a range of ethical issues, including safety and well-being, consent and

anonymity, confidentiality and data protection’ are available at:

www.sheffield.ac.uk/ris/other/gov-ethics/ethicspolicy/policy-notes

70

For Undergraduate & Postgraduate-Taught Students

Student Declaration

((TThhee ssttuuddeenntt ccoommpplleetteess AAnnnneexx 11 iiff tthhee SSuuppeerrvviissoorr hhaass ccllaasssseedd tthhee

ssttuuddeenntt’’ss pprrooppoosseedd rreesseeaarrcchh pprroojjeecctt aass ‘‘llooww rriisskk’’))

TThhee SSuuppeerrvviissoorr nneeeeddss ttoo rreecceeiivvee aann eelleeccttrroonniicc ccooppyy ooff tthhee ffoorrmm,, aanndd ootthheerr ddooccuummeennttss

wwhheerree aapppprroopprriiaattee,, pplluuss aa ssiiggnneedd,, ddaatteedd ppaappeerr ccooppyy ooff tthhiiss AAnnnneexx 11 ‘‘tthhee SSttuuddeenntt

DDeeccllaarraattiioonn’’..

Full Research Project Title: To what extent does students’ learning style

coincide with their Internet-related behaviour?

In signing this Student Declaration I am confirming that:

The research ethics application form for the above-named project is accurate to the best

of my knowledge and belief.

The above-named project will abide by the University’s ‘Good Research Practice

Standards’: www.sheffield.ac.uk/ris/other/gov-ethics/good

The above-named project will abide by the University’s ‘Ethics Policy Governing

Research Involving Human Participants, Personal Data and Human Tissue’:

www.sheffield.ac.uk/ris/other/gov-ethics/ethicspolicy

Subject to the above-named project being ethically approved I undertake to adhere to

any ethics conditions that may be set.

I will inform my Supervisor of significant changes to the above-named project that have

ethical consequences.

I will inform my Supervisor if prospective participants make a complaint about the

above-named project.

I understand that personal data about me as a researcher on the research ethics

application form will be held by those involved in the ethics review process (e.g. my

Supervisor and the Ethics Administrator) and that this will be managed according to

Data Protection Act principles.

I understand that this project cannot be submitted for ethics approval in more than

one department, and that if I wish to appeal against the decision made, this must be

done through the original department.

Name of Supervisor: Peter Stordy

Name of student: Mengyu Wu

71

Signature of student: Mengyu Wu 吴梦愉

Date: 20/06/2012

72

For Undergraduate & Postgraduate-Taught Students

Supervisor Declaration

((TThhee SSuuppeerrvviissoorr ccoommpplleetteess AAnnnneexx 22 iiff ss//hhee hhaass ccllaasssseedd tthhee ssttuuddeenntt’’ss

pprrooppoosseedd rreesseeaarrcchh pprroojjeecctt aass ppootteennttiiaallllyy ‘‘hhiigghh rriisskk’’))

TThhee EEtthhiiccss AAddmmiinniissttrraattoorr nneeeeddss ttoo rreecceeiivvee aann eelleeccttrroonniicc ccooppyy ooff tthhee ffoorrmm,, aanndd ootthheerr

ddooccuummeennttss wwhheerree aapppprroopprriiaattee,, pplluuss aa ssiiggnneedd,, ddaatteedd ppaappeerr ccooppyy ooff tthhiiss AAnnnneexx 22 ‘‘tthhee

SSuuppeerrvviissoorr DDeeccllaarraattiioonn’’..

Full Research Project Title: To what extent does students’ learning style

coincide with their Internet-related behaviour?

In signing this Supervisor Declaration I am confirming that:

The research ethics application form for the above-named project is accurate to the best

of my knowledge and belief.

The above-named project will abide by the University’s ‘Good Research Practice

Standards’: www.sheffield.ac.uk/ris/other/gov-ethics/good

The above-named project will abide by the University’s ‘Ethics Policy for Research

Involving Human Participants, Data and Tissue’:

www.sheffield.ac.uk/ris/other/gov-ethics/ethicspolicy

Subject to the above-named project being ethically approved I will undertake to ensure

that the student adheres to any ethics conditions that may be set.

The student or the Supervisor will undertake to inform the Ethics Administrator of

significant changes to the above-named project that have ethical consequences.

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The student or the Supervisor will undertake to inform the Ethics Administrator if

prospective participants make a complaint about the above-named project.

I understand that personal data about the student and/or myself on the research ethics

application form will be held by those involved in the ethics review process (e.g. the

Ethics Administrator and/or reviewers) and that this will be managed according to Data

Protection Act principles.

I understand that this project cannot be submitted for ethics approval in more than

one department, and that if I and/or the student wish to appeal against the decision

made, this must be done through the original department.

Name of Supervisor: Peter Stordy

Name of student: Mengyu Wu

Signature of Supervisor: Peter Stordy

Date: 20/06/2012

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Appendix 5: Information sheet

Participant Information Sheet

Research Project Title

To what extent do students’ learning styles coincide with their Internet-related

behaviour?

Dear participants:

You are being invited to take part in a research project. This information sheet will give you

an understanding of why the research is being done and what it will involve. Please take

some times to read the following information carefully. If you wish, you could discuss it with

others before you decide if you agree to take part in this research. To ask us if there is

anything you are not clear or if you would like more information. Thank you for reading this.

The project’s purpose

The aim of this research is to explore how Chinese international student thing about the use

of VLEs (Virtual learning environments) will influence on their learning approaches in case

of MOLE (My Online Learning Environment).

Why have I been chosen?

This research will focus on Chinese international students. Thus Chinese Postgraduate

students who study at the University of Sheffield are all welcome to invited into this research.

The total number of interviewees is expected to have 10 to 15 students.

Do I have to take part?

It is up to you to decide whether or not to take part. If you decide to take part, this

information sheet will be given to you to keep. You will also be asked to sign a participant

consent form. It is your right to decide to withdraw at any time without it affecting any

benefits that you are entitled to in any way, and you do not have to give a reason. It is

possible that you may be invited into a second interview for further research. It is up to you

to decide whether you want to take part.

What will happen to me if I take part?

You will invite to complete a learning approach inventory to test your learning approaches.

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After that, you will participate into a semi-structure interview if you decide to take part into

this research. Each interview will take about 15-30 minutes. You are expected to answer a

series of questions. These questions may cover how you prefer to learning in China and in

the UK, will your learning approach change, do you think the use of MOLE make have some

connection with the change of your learning approaches?

What do I have to do?

All you need to do with this research is to answer all the questions be honest and face to face

with the researcher. To remember, it is your rights to reject to answer any question you do

not want to answer.

What are the possible disadvantages and risks of taking part?

All the files and information will be collected and restore in a safety way. However, files or

transcripts may disclose in a slight possibility. Normally, it will not happen, and there will

not have any identifiable information recorded in all files or transcripts. Thus, the risk of

information disclose is limited.

What are the possible benefits of taking part?

Since it is a volunteering activity, there is not such physical benefit of taking part.

What if something goes wrong?

If you have any complaints during the research process, you could report it to or contact to

Dr. Peter Stordy through <peter.stordy@sheffield.ac.uk> who is the supervisor of the

researcher. If your complaints have not been handled in satisfaction, then you could contact

the University’s ‘Registrar and Secretary’.

Will my taking part in this project be kept confidential?

All the information collected during the interviews will be kept strictly confidential.

Individuals will not be identified in any publication/dissemination of the research finding

without their explicit consent. All information collected during

conversation/meetings/interviews will only be viewed by the researcher, and her supervisor

if requested, and remain strictly confidential.

What type of information will be sought from me and why is the collection of this

information relevant for achieving the research project’s objectives?

Information about participants’ learning approaches will be collected through ASSIST

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inventory. The change of learning approach, how to use the MOLE, and how you think the

use of MOLE may influence on your learning approach will be collected in this research.

Those information will help me to analyse how Chinese international students think about

their use of learning approach and the use of VLEs.

What will happen to the results of the research project?

The result of this research will not be published but a copy will be stored in the University of

Sheffield’s library. All data collected during the course of the project might not be used for

additional or subsequent research.

Who is organising and funding the research?

There is not organisation or company that is sponsoring or funding the research.

Contact for further information

If you would like to contact researchers for further information, please use the contact

information below:

Priority contact information:

Name of researcher: Mengyu Wu (Student)

Address:

E-mail address: Mwu3@sheffiled.ac.uk

Alternative contact information:

Name of supervisor: Peter Stordy PhD

Address:

Room 220

Information School

The University of Sheffield

Regent Court

211 Portobello Street

Sheffield S1 4DP

External phone: 0114 2222668

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E-main address: peter.stordy@sheffield.ac.uk

Finally, thank you for your participant. If you agree with the information presented above,

please sign your name in one of the copy of the consent form.

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Appendix 6: Participant consent form

Participant Consent Form

Title of Research Project: Virtual learning environment and learning approaches

Name of Researcher: Mengyu Wu

Participant Identification Number for this project: Please initial

box

1. I confirm that I have read and understand the information sheet

explaining the above research project

and I have had the opportunity to ask questions about the project.

2. I understand that my participation is voluntary and that I am free to withdraw

at any time without giving any reason and without there being any negative

consequences. In addition, should I not wish to answer any particular

question or questions, I am free to decline.

3. I understand that my responses will be kept strictly confidential.

I give permission for members of the research team to have access to my

anonymised responses. I understand that my name will not be linked with

the research materials, and I will not be identified or identifiable in the

report or reports that result from the research.

4. I agree for the data collected from me to be used in future research.

5. I agree to take part in the above research project.

________________________ ________________ ____________________

Name of Participant Date Signature

(or legal representative)

_________________________ ________________ __________________

Lead Researcher Date Signature

To be signed and dated in presence of the participant

Copies:

Once this has been signed by all parties the participant should receive a copy of the signed

and dated participant consent form, the letter/pre-written script/information sheet and any

other written information provided to the participants. A copy of the signed and dated

consent form should be placed in the project’s main record (e.g. a site file), which must be

kept in a secure location.