Evaluating the development of virtual learning environments in higher and further education

Christine Urquhart; Siân Spink; Rhian Thomas; Alison Yeoman; Jane Durbin; Janet Turner; Roger Fenton; Chris Armstrong

Evaluating the development of virtual learning environments in higher and further education

Christine Urquhart, Siân Spink, Rhian Thomas, Alison Yeoman, Jane Durbin, Janet Turner, Roger Fenton, Chris Armstrong

Department of Information Studies

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Abstract

Discusses some of the reasons why use of Virtual Learning Environments (VLEs) sometimes sticks at an initial stage of implementation. The paper is based on the findings from the JISC-funded JUSTEIS project on the monitoring of user behaviour with electronic information services in further and higher education in the UK. Qualitative analysis of interview data from over 550 students and over 50 academic staff (2001-2003) showed that individualization of learning was important to students. Many staff were unclear about the learning benefits of VLEs, and functions such as peer-peer group support and group learning were rarely used. Concludes that institutional strategies for VLE development need to be focused far more on disciplinary learning needs and priorities.

Original language	English
Pages	157-169
Number of pages	13
Publication status	Published - 2004

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title = "Evaluating the development of virtual learning environments in higher and further education",

abstract = "Discusses some of the reasons why use of Virtual Learning Environments (VLEs) sometimes sticks at an initial stage of implementation. The paper is based on the findings from the JISC-funded JUSTEIS project on the monitoring of user behaviour with electronic information services in further and higher education in the UK. Qualitative analysis of interview data from over 550 students and over 50 academic staff (2001-2003) showed that individualization of learning was important to students. Many staff were unclear about the learning benefits of VLEs, and functions such as peer-peer group support and group learning were rarely used. Concludes that institutional strategies for VLE development need to be focused far more on disciplinary learning needs and priorities.",

author = "Christine Urquhart and Si{\^a}n Spink and Rhian Thomas and Alison Yeoman and Jane Durbin and Janet Turner and Roger Fenton and Chris Armstrong",

note = "Urquhart, C., Spink, S., Thomas, R., Yeoman, A., Durbin, J., Turner, J., Fenton, R. & Armstrong, C. (2004). Evaluating the development of virtual learning environments in higher and further education. In J. Cook (Ed.), Blue skies and pragmatism: learning technologies for the next decade. Research proceedings of the 11th Association for Learning Technology conference (ALT-C 2004), 14-16 September 2004, University of Exeter, Devon, England (pp. 157-169). Oxford: Association for Learning Technology Sponsorship: JISC",

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T1 - Evaluating the development of virtual learning environments in higher and further education

AU - Urquhart, Christine

AU - Spink, Siân

AU - Thomas, Rhian

AU - Yeoman, Alison

AU - Durbin, Jane

AU - Turner, Janet

AU - Fenton, Roger

AU - Armstrong, Chris

N1 - Urquhart, C., Spink, S., Thomas, R., Yeoman, A., Durbin, J., Turner, J., Fenton, R. & Armstrong, C. (2004). Evaluating the development of virtual learning environments in higher and further education. In J. Cook (Ed.), Blue skies and pragmatism: learning technologies for the next decade. Research proceedings of the 11th Association for Learning Technology conference (ALT-C 2004), 14-16 September 2004, University of Exeter, Devon, England (pp. 157-169). Oxford: Association for Learning Technology Sponsorship: JISC

PY - 2004

Y1 - 2004

N2 - Discusses some of the reasons why use of Virtual Learning Environments (VLEs) sometimes sticks at an initial stage of implementation. The paper is based on the findings from the JISC-funded JUSTEIS project on the monitoring of user behaviour with electronic information services in further and higher education in the UK. Qualitative analysis of interview data from over 550 students and over 50 academic staff (2001-2003) showed that individualization of learning was important to students. Many staff were unclear about the learning benefits of VLEs, and functions such as peer-peer group support and group learning were rarely used. Concludes that institutional strategies for VLE development need to be focused far more on disciplinary learning needs and priorities.

AB - Discusses some of the reasons why use of Virtual Learning Environments (VLEs) sometimes sticks at an initial stage of implementation. The paper is based on the findings from the JISC-funded JUSTEIS project on the monitoring of user behaviour with electronic information services in further and higher education in the UK. Qualitative analysis of interview data from over 550 students and over 50 academic staff (2001-2003) showed that individualization of learning was important to students. Many staff were unclear about the learning benefits of VLEs, and functions such as peer-peer group support and group learning were rarely used. Concludes that institutional strategies for VLE development need to be focused far more on disciplinary learning needs and priorities.

M3 - Paper

SP - 157

EP - 169

ER -

Evaluating the development of virtual learning environments in higher and further education

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