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2014 e learning innovations conference musabila assessing the virtual learning environment   auc 2.0
2014 e learning innovations conference musabila assessing the virtual learning environment   auc 2.0
2014 e learning innovations conference musabila assessing the virtual learning environment   auc 2.0
2014 e learning innovations conference musabila assessing the virtual learning environment   auc 2.0
2014 e learning innovations conference musabila assessing the virtual learning environment   auc 2.0
2014 e learning innovations conference musabila assessing the virtual learning environment   auc 2.0
2014 e learning innovations conference musabila assessing the virtual learning environment   auc 2.0
2014 e learning innovations conference musabila assessing the virtual learning environment   auc 2.0
2014 e learning innovations conference musabila assessing the virtual learning environment   auc 2.0
2014 e learning innovations conference musabila assessing the virtual learning environment   auc 2.0
2014 e learning innovations conference musabila assessing the virtual learning environment   auc 2.0
2014 e learning innovations conference musabila assessing the virtual learning environment   auc 2.0
2014 e learning innovations conference musabila assessing the virtual learning environment   auc 2.0
2014 e learning innovations conference musabila assessing the virtual learning environment   auc 2.0
2014 e learning innovations conference musabila assessing the virtual learning environment   auc 2.0
2014 e learning innovations conference musabila assessing the virtual learning environment   auc 2.0
2014 e learning innovations conference musabila assessing the virtual learning environment   auc 2.0
2014 e learning innovations conference musabila assessing the virtual learning environment   auc 2.0
2014 e learning innovations conference musabila assessing the virtual learning environment   auc 2.0
2014 e learning innovations conference musabila assessing the virtual learning environment   auc 2.0
2014 e learning innovations conference musabila assessing the virtual learning environment   auc 2.0
2014 e learning innovations conference musabila assessing the virtual learning environment   auc 2.0
2014 e learning innovations conference musabila assessing the virtual learning environment   auc 2.0
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2014 e learning innovations conference musabila assessing the virtual learning environment auc 2.0

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2014 e learning innovations conference

2014 e learning innovations conference

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  • 1. 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)
  • 2. 2 Presentation Agenda  Introduction  Theoretical Framework  Research Methodology  Findings and Discussion  Conclusion and Lessons
  • 3. 3 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
  • 4. 4 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..)
  • 5. 5 Introduction (Cont..)
  • 6. 6 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
  • 7. 7 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.
  • 8. 8 (Source: Laurillard (2002:87) Theoretical Framework (Cont..)
  • 9. 9 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)
  • 10. 10 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..)
  • 11. 11  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..)
  • 12. 12  Data Analysis (Cont..)  Developing Data Themes  Developing Conceptual Themes  Structuring and Meaning Interpretation  Write up analysis Research Methodology (Cont..)
  • 13. 13 Findings & Discussion
  • 14. 14 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..)
  • 15. 15  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..)
  • 16. 16 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..)
  • 17. 17 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..)
  • 18. 18 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..)
  • 19. 19 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
  • 20. 20 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
  • 21. 21  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
  • 22. 22 Thanks for your attention Questions
  • 23. Contact Details My Contacts

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