Assessing the Virtual Learning Environment (VLE) at

Agder University College (AUC): What are the learning Lessons for THLIs

The eLearning Innovations Conference & Expo – 2014 July 28-29

By: Musabila A. K (PhD)

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Presentation Agenda

Introduction

Theoretical Framework

Research Methodology

Findings and Discussion

Conclusion and Lessons

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Introduction

The main goal of the study was to assess the Virtual Learning

Environments (VLE) at Agder University College (AUC).

The assessment process focused on investigating the

pedagogical benefits of using VLE system at AUC.

Such benefits could be attained only if VLE use supports the

pedagogical needs of online learning.

In addition, the study examined:

The reasons for using VLE.

How is VLE used at AUC

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VLE is an electronic system that is providing online interactions of various kinds that can

take place between learners and other learners, and learners and tutors, including

online learning. The Classfronter – is a VLE used at AUC

Most of the VLE systems have characteristics which reflect the traditional face to face

classroom. For example, the VLE has features for:

Managing users, roles, courses, instructors, facilities, and generate reports

Course calendar

Learning path

Student messaging and notifications

Assessment and testing handling before and after testing

Display scores and transcripts

Grading of coursework and roster processing, including wait listing

Web-based or blended course delivery

Introduction (Cont..)

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Introduction (Cont..)

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Theoretical Framework

The conversational framework by Laurillard (2002)

Discursive support - It is important to consider how well VLE

influences electronic technology to support the conversation as an

integral part of the learning process by providing effective

communication between lecturers and students.

Adaptive support - The adaptability component focuses much on the

extent to which the same group or individual students can be easily

identified within a VLE system once a course or learning activity is in

progress

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Theoretical Framework (Cont..)

The conversational framework by Laurillard (2002)

Interactive support - A VLE should allow the students to restructure

the presented material, add resources of their own, annotate

material, launch and run simulations in a more interactive process

with the same group or the teacher.

Reflective support - Any VLE is evaluated on the extent it allow the

lecturer to help the student link detailed feedback on their actions to

the topic goal.

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(Source: Laurillard (2002:87)

Theoretical Framework (Cont..)

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Research Methodology

Qualitative Research Method

Study Sample (Nine Respondents.)

Three lecturers from Information System (IS) Department.

Two students from Information System (IS) Department.

One lecturer from Health and Sport (HS) Department.

Three students from Health and Sport (HS) Department.

Sample Selection Strategy

Purposeful Selection (Depart.) – Purposive Samples

Convenience Selection (Resp.) – Accidental Samples (Judd et al, 1991)

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Data Collection

In depth Interview (approx. from 30 to 40 min students and 50 to 75 min. for lectures)

Supplementary Information from AUC Officials

HS and IS Programme Coordinators

AUC Director of Studies

AUC Classfronter Administrator

Classfronter Website for the VLE

Research Methodology (Cont..)

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Data Analysis Cassette transcription

Data Coding

Pre-set Categories (Question 3)

Discursive - VLE Communications tools

Adaptable - VLE Flexibility tools

Interactive - VLE Interaction tools

Reflective - VLE Feedback provision tools

Emerging Categories (Question 1 &2)

Background Information

How is Classfronter used

Why is Classfronter used

Research Methodology (Cont..)

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Data Analysis (Cont..)

Developing Data Themes

Developing Conceptual Themes

Structuring and Meaning Interpretation

Write up analysis

Research Methodology (Cont..)

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Findings & Discussion

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Classfronter pedagogic Support Discursive support

Provides an opportunity for idea re-conception before lecture

It has enhanced meaning restructuring by supporting graphical presentations

It provides a permanent storage place for lecture notes

Students focus on understanding rather than taking notes

Interactive support

The CF assist in administering assignment and other course deliverables

This has widened students opportunity for getting feedback

It has increased flexibility to work from anywhere anytime

The feedback comments are accessed permanently throughout the semester

Findings & Discussion (Cont..)

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Reasons for using Classfronter

Decreased paper work

Easy to delivery assignments and deliverables

Easy to distribute lecture notes

Good source of information

Good reinforcement medium

Other institutional factors (IS Policy)

Findings & Discussion (Cont..)

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Factors affecting effective use of Classfronter

Technical factors

Technical intricacies affect respondent’s willingness to use CF.

Lack of integrated system for Eudora mail and CF email.

Students’ storage spaces in AUC servers are not accessed in CF.

AUC administrative factors

CF access to other users

Lack of motivations to use the system

Lack of CF objectives, strategies and stated benefits

Lack of uniform policy at University level

Findings & Discussion (Cont..)

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Factors affecting effective use of Classfronter

Classfronter training factors

The study indicated that lack of training affects the way CF is used.

All respondents complained that the training given was not enough

Learning resources context factors

Ill-defined problems are not suitable for online discussion.

The automated test offered in CF is ineffective method for testing questions that require long, descriptive and graphical answers

Findings & Discussion (Cont..)

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Factors affecting effective use of Classfronter

Norwegian cultural factors

It was an opinion of some of the respondents that Norwegians’ culture of being reserved and slow response influence students’ ability to interact and work independently online

Other alternatives to Classfronter

The findings indicate that the relative advantage provided by other means of communications e.g. face-to-face, phone conversations, etc influences the adoption and usage rate

Findings & Discussion (Cont..)

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Conclusion

Pedagogic Advantages

Based on findings and discussions presented in this study, it is concluded that

Classfronter application at AUC has limited pedagogic benefits (Laurillard, 2002)

Classfronter has enabled students to access lecturer’s presentations before actual

sessions.

Acting as a reinforcement centre for presented lectures it provides a permanent

storage of learning resources and relieves students from note taking during the

lecture session

Classfronter support for delivery and administration of assignments has

provided more access to feedback and increased flexibility of working from

anywhere and any time

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Lessons to Higher learning Institutions

The study indicates in the need to follow up education delivery as a means of

ensuring that the process of learning are followed

The study indicates also that there is a need to establish clearly stated

objectives, strategy and rules guiding the use of VLEs.

The study indicates the need to motivate the system adopters or users

The objectives should state among other things the expected pedagogical

benefits of using such technology.

The study indicates need to have seamless integration of other ICT applications

across the entire educational spectrum

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The study indicates that learning resources context matters when it comes to the issue of communicating online.

The study also indicates that ill-defined or unstructured problems are not suitable for online discussion.

The study also indicated that automated test offered in VLE is found to be ineffective method of testing courses that require long, descriptive and graphical answers.

The findings also indicated the need of considering community and cultural values as they have effect on interacting and the ability to work independently online.

Lessons to Higher learning Institutions

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Thanks for your attention

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