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