A Wolf in Sheeps' Clothing? An Analysis or Student Engagement with Virtual Learning Environments

Dale, Crispin

doi:10.3794/johlste.62.156

Cited by 28 publications

(18 citation statements)

References 18 publications

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“…Knight (2010) found that students who interacted with the online resources in a VLE consistently through a module adopted a deep learning approach. The design and functionality of a VLE is important and plays an important role in student engagement (Beer et al, 2010;Dale and Lane, 2007). Lovatt et al (2007) found that student use of a VLE decreased as the module progressed, and suggested that student interaction should be encouraged using methods including continuous assessment.…”

Section: Student Engagement With Virtual Learning Environments (Vles)mentioning

confidence: 99%

“…Lovatt et al (2007) found that student use of a VLE decreased as the module progressed, and suggested that student interaction should be encouraged using methods including continuous assessment. Dale and Lane (2007) carried out an investigation of student engagement with a VLE with the intention of enhancing student engagement with online learning through the development of learning and teaching strategies. It is known that not all students will engage with a module (however interactive) to the same extent (Hart and Rush, 2007) and that motivating factors are needed to encourage engagement.…”

Section: Student Engagement With Virtual Learning Environments (Vles)mentioning

confidence: 99%

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Engaging with assessment: Increasing student engagement through continuous assessment

Holmes

2017

Active Learning in Higher Education

102

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Student engagement is intrinsically linked to two important metrics in learning: student satisfaction and the quality of the student experience. One of the ways that engagement can be influenced is through careful curriculum design. Using the knowledge that many students are 'assessment-driven', a low-stakes continuous weekly summative e-assessment was introduced to a module. The impact this had on student engagement was measured by studying student activity within the module virtual learning environment. It was found that introduction of the e-assessments led to a significant increase in virtual learning environment activity compared to the virtual learning environment activity in that module the previous year, and also compared to the virtual learning environment activity of two other modules studied by the same student cohort. As many institutions move towards greater blended or online deliveries, it will become more important to ensure that virtual learning environments encourage high levels of student engagement in order to maintain or enhance the student experience.

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Section: Student Engagement With Virtual Learning Environments (Vles)mentioning

confidence: 99%

Section: Student Engagement With Virtual Learning Environments (Vles)mentioning

confidence: 99%

Engaging with assessment: Increasing student engagement through continuous assessment

Holmes

2017

Active Learning in Higher Education

102

View full text Add to dashboard Cite

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“…Web applications and virtual learning environments can provide a platform for students to study in groups to become more active and reflective learners (Altinay & Paraskevas, 2007;Cranage, Lambert, Morais, & Lane, 2006;Hassanien, 2006;Dale & Lane, 2007;McGugan & Peacock, 2005). Due to the high-turnover rate and high-training cost in the tourism and hospitality industries, computer-assisted instruction (CAI) is an effective way to deliver training programs to employees.…”

Section: Educationmentioning

confidence: 99%

Information Technology Applications in Hospitality and Tourism: A Review of Publications From 2005 to 2007

Law

Leung

Buhalis

2009

Journal of Travel & Tourism Marketing

279

175

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ABSTRACT. The tourism and hospitality industries have widely adopted information technology (IT) to reduce costs, enhance operational efficiency, and most importantly to improve service quality and customer experience. This article offers a comprehensive review of articles that were published in 57 tourism and hospitality research journals from 2005 to 2007. Grouping the findings into the categories of consumers, technologies, and suppliers, the article sheds light on the evolution of IT applications in the tourism and hospitality industries. The article demonstrates that IT is increasingly becoming critical for the competitive operations of the tourism and hospitality organizations as well as for managing the distribution and marketing of organizations on a global scale.

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“…Of crucial importance in the use of VLEs is ensuring that students are engaged and learn from learning materials whilst not limiting their experience due to constraints in infrastructure or compounding common disadvantages associated with any web-based simulation (Byrne, Heavey, & Byrne, 2010). There are several challenges associated with the implementation of VLEs including student engagement (Dale & Lane, 2007), how to enhance feedback and assessment and ensure consistency across platforms and learning environments (Allen & Bentley, 2012), and how to mitigate against infrastructure problems (Fry et al, 2015). The implementation of blended learning methods, that is a combination of online learning and face-to-face instruction (Mayadas & Picciano, 2007) has enhanced student learning, engagement and performance (Becerra et al, 2015), enabling the educator to more readily address some of the challenges noted above whilst providing an environment that allows for deeper learning and consolidation.…”

mentioning

confidence: 99%

Blended and online learning: a comparative study of virtual microscopy in Higher Education

Herodotou

Muirhead

Aristeidou

et al. 2018

Interactive Learning Environments

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Virtual learning Environments (VLEs) are becoming commonplace in Higher Education. Amongst the latest VLE developments is the design and use of Virtual Microscopes (VMs) that allow for viewing and manipulation of online images by multiple students. Although students are found to be generally satisfied with the use of VMs, it is yet not known what teaching and learning conditions better support their use and lead to enhanced learning outcomes. The aim of this paper is to compare the usage patterns and perceptions of two different cohorts of undergraduate students that made use of the VM in blended and online only learning conditions respectively, and draw conclusions about the pedagogy that better supports teaching and learning with VMs. Data collected from a survey with 139 students and 11 semistructured interviews revealed that blended learning better caters for students' engagement and satisfaction due to the systematic use of the VM in course design, its complementary use with a physical microscope, and the ongoing provision of tutors' support and guidance. Equally good perceived learning gains were reported by both blended and online only students. Implications for the design of learning environments around virtual microscopy are discussed.

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A Wolf in Sheeps' Clothing? An Analysis or Student Engagement with Virtual Learning Environments

Cited by 28 publications

References 18 publications

Engaging with assessment: Increasing student engagement through continuous assessment

Engaging with assessment: Increasing student engagement through continuous assessment

Information Technology Applications in Hospitality and Tourism: A Review of Publications From 2005 to 2007

Blended and online learning: a comparative study of virtual microscopy in Higher Education

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