Introducing a VLE into campus-based undergraduate teaching: Staff perspectives on its impact on teaching

Heaton-Shrestha, Celayne; Edirisingha, Palitha; Burke, Linda; Linsey, Tim

doi:10.1016/j.ijer.2006.07.001

Cited by 29 publications

(15 citation statements)

References 14 publications

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“…Student enrolment during 2011/2012 was around 9000, and the college employed approximately 230 full-time and part-time staff. Lack of interest Corrall & Keates, 2011;Keller, 2006;Mihhailova, 2006;Lingard, 2007. Concerns that technology undermines the quality of teaching Heaton-Shrestha, Edirisingha, Burke & Linsey, 2005;Mihhailova, 2006;Sinayigaye, 2010. Technical-related Interoperability issues Black, 2008;Corrall & Keates, 2011;Harris, 2005;Saumure & Shiri, 2006;Voss & Procter, 2009. Gray, Plaice & Hadley, 2009;Sidorko, 2009;Warburton, 2009. Problems with systems access-authentication, firewall and security issues Corrall & Keates, 2011;Donaldson, 2010;Greasley, Bennett & Greasley, 2004;Mihhailova 2006;Virkus, Alemu, Demissie, Kokolari, Estrada & Yadav, 2009.…”

Section: Background To the Casementioning

confidence: 99%

Exploring the role and influence of expectations in achieving VLE benefit success

Jackson¹,

Fearon²

2013

Brit J Educational Tech

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The aim of this paper is to investigate the role and influence of expectations management in realising benefit success when adopting a virtual learning environment (VLE). Based on a discussion of findings from a further and higher education college in the UK, a conceptual expectations management model is developed that explores the factors influencing the formulation and realisation of expected benefits from a case study of VLE adoption over time (2003–2012). The importance of avoiding unrealistic expectations as well as proactive user involvement, change control, training and clearly defined pedagogical reasons for introducing a VLE are discussed. Finally, a number of key learning points, which managers and practitioners should address when adopting VLEs, are also considered, along with suggestions for future research.

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Section: Background To the Casementioning

confidence: 99%

Exploring the role and influence of expectations in achieving VLE benefit success

Jackson¹,

Fearon²

2013

Brit J Educational Tech

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“…Most respondents were motivated by evidence that Moodle could save time. This motivator, along with student and peer pressure, was also identified in research undertaken by Heaton-Shrestha et al (2005 (Turcan, 2010:120) also found that time saving and meeting students' needs were prime motivators (2010:133).…”

Section: Barriers and Motivators To Moodle Usagementioning

confidence: 85%

“…In the context of blended learning course delivery modes, for example, students may have modern humanist, heutagogical or constructivist learning experiences in the more dominant face-to-face component of their course, but the online element may have more in common with a behaviourist approach. Heaton-Shrestha et al (2005) found that many staff participants in their study tended not to use their LMS (Blackboard©) to encourage collaborative work among students because they preferred 'live' dialogue, seeing it as an opportunity to observe their students. Nevertheless, the literature on LMSs abounds with empirical research identifying the "need to encourage academic staff to shift emphasis away from content dissemination towards facilitating more …”

Section: The 'Administrative' Versus the 'Pedagogical' Uses Of Learnimentioning

confidence: 99%

Identifying Factors that Influence the Uptake and Use of Moodle by Academics in three Arts Departments at Roehampton University

Shackleford-Cesare

2014

Compass

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This paper explores factors influencing both the take-up of Moodle at Roehampton University and the ways it has been used by academics to support learning and teaching. It builds upon the work of others who have sought to explore and explain why the introduction of various technologies in higher education has not transformed teaching practice as expected. This study also seeks to inform policy and practice in the provision of support for academics in their use of learning technologies. A descriptive survey, using a web-based questionnaire and face-to-face, standardised, semi-structured interviews with open-ended questions, was employed to capture relevant data. Of the more important influencing factors identified, respondents' intrinsic technological savoir-faire made them more likely than those without it to use Moodle and, having done so, more of its features and tools. This limited study suggests that male academics are less likely than their female colleagues to change their teaching practice with the introduction of a learning management system (LMS) and that the most significant barrier to use of Moodle is perceived as time. However, the majority of respondents in fact found evidence of Moodle's capacity to save them time to be motivating, as were, significantly, pressure from students to use it and take-up by peers. The most striking de-motivator for Roehampton academics was the prospect of including Moodle usage in the appraisal process. Moderate barriers include a skill or knowledge deficit either on the part of academics or students, along with concerns about the reliability of tools used and students' expectation that the academic will be able to address any technical problems. OverviewThe paper outlines the challenges faced by the support staff responsible for encouraging and supporting academics' use of learning technologies and identifies what could help them in this endeavour. The research topic is presented, together with the 'lines of questioning' and the benefits the researcher hoped to derive from its investigation. The paper then mentions the national drivers that thrust e-learning to centre stage in HE in the last decade and points out that expectations of e-learning have not yet been realised and that e-learning has been expected to 'disrupt' teaching practice. It then discusses alternative views of the transformational impact of learning technologies on teaching. It presents the author's findings in relation to the up-take of Moodle by academics and suggests reasons for these, exploring barriers and motivational aspects. A summary and suggestions for e-learning support policy and further research conclude the paper. Challenges to be addressedAcademics are often proactive when requesting access to library resources for research or teaching, but there has been no comparable groundswell of broad-based demand for elearning technologies since their inception (Jenkins et al, 2001;Smith, 2005). Nevertheless, campus-wide learning management systems were established by 2005 in 95% of univer...

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“…Virtual learning platforms for education have already changed the manner in which teaching is offered and learning takes place. Heaton-Shrestha et al [17] have emphasized the impact of an online e-learning platform on teaching practices. Queiroz and Mustaro [18] and Awouters and Jans [19] have conducted studies on the new skills that teachers must acquire in order to provide added value through the use of online platforms.…”

Section: Introductionmentioning

confidence: 99%

A Comparative Study of Classroom and Online Distance Modes of Official Vocational Education and Training

2014

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The study discussed in this paper had two principal objectives. The first was to evaluate the distance model of official vocational education and training offered by means of a virtual learning platform. The second was to establish that both on-site classroom and online distance modes of vocational education and training can be seen as complementary in terms of responding to the majority of modern educational needs. We performed a comparative study using data and results gathered over the course of eleven academic years for 1,133 of our students enrolled in an official vocational education and training program, leading to the awarding of a certificate as an Administrative Management Expert. The classes were offered by the Alfonso de Avellaneda Vocational Education and Training School, located in the city of Alcalá de Henares near Madrid, Spain. We offered classes both in traditional classroom mode and through online distance learning. This paper begins with a descriptive analysis of the variables we studied; inferential statistical techniques are subsequently applied in order to study the relationships that help form the basis for the conclusions reached. This study’s results provide evidence that a broad offering of vocational education and training opportunities will facilitate access to such learning for students who require it, regardless of their age, employment status, or personal circumstances, with the online distance mode playing a fundamental role while also yielding results equivalent to those observed for classroom instruction.

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Introducing a VLE into campus-based undergraduate teaching: Staff perspectives on its impact on teaching

Cited by 29 publications

References 14 publications

Exploring the role and influence of expectations in achieving VLE benefit success

Exploring the role and influence of expectations in achieving VLE benefit success

Identifying Factors that Influence the Uptake and Use of Moodle by Academics in three Arts Departments at Roehampton University

A Comparative Study of Classroom and Online Distance Modes of Official Vocational Education and Training

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