Virtual learning environments – help or hindrance for the ‘disengaged’ student?

Maltby, Alice; Mackie, Sarah

doi:10.1080/09687760802657577

Cited by 26 publications

(12 citation statements)

References 5 publications

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“…The expected disadvantages and limitation of virtual platforms for learning could be summarized as follows: The dramatic shift to online learning is associated with anxiety, in addition to the sense of that change is imposed and the fear of affecting the process of learning, this could lead to the unwillingness of students to be fully engaged. [ 8 ] The high probability of distraction and omission of the students with difficulty keep in contact with their tutor is a great drawback. [ 9 ] Lack of social interaction and a high degree of isolation is another limitation of the virtual learning platform.…”

Section: Discussionmentioning

confidence: 99%

Adapting blackboard-collaborate ultra as an interactive online learning tool during the COVID-19 pandemic

Elsamanoudy¹,

Fayz²,

Hassanien³

2020

J Microsc Ultrastruct

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Background: The 2019–2020 coronavirus pandemic has affected educational systems worldwide, leading to widespread closures of schools and universities and social distancing. Hence, the shift to an online tool was required. Aims and Objectives: The main problem postulated is the lack of student–teacher interaction that occurs with online learning. Methods: The Blackboard Collaborate Ultra platform was used to deliver lectures on clinical biochemistry and the reproductive module to our students. Our main goal was to achieve students' engagement and interaction. Results: There were 189 male students enrolled in the reproductive module. The attendance rate was 93%–95%. The download of the recording was 100%. The active participation rate was up to 87%. Hence, Blackboard Collaborate Ultra's virtual classrooms are very useful tools for online interactive lecturing. Conclusion: Based on this experience gained, we could conclude that interactive virtual classroom lecturing can be used in addition to or instead of traditional lectures during ordinary situations as a successful online learning community tool.

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Section: Discussionmentioning

confidence: 99%

Adapting blackboard-collaborate ultra as an interactive online learning tool during the COVID-19 pandemic

Elsamanoudy¹,

Fayz²,

Hassanien³

2020

J Microsc Ultrastruct

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“…Marriott and Lau (2008) found that the use of online assessments had a positive impact on student motivation and engagement. It has been suggested that a student’s engagement throughout their degree is influenced by their first-year at university (Kuh et al, 2007) and ‘that patterns of online learning appear to be fixed early on in students’ university careers’ (Maltby and Mackie, 2009: 58).…”

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

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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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“…multiple-choice questions (MCQ), oral examinations, and written assignments) that were presented devoid of real-world contexts and focused only on their ability to recall and regurgitate the body of knowledge taught in the classroom. Disengaged students opt for surface-learning approaches (Maltby and Mackie, 2009), relying on rote learning instead of assimilating and analysing information critically towards preparation for such assessment tasks. For example, one of the ways a seafarer is certified as competent to work onboard commercial ships is through an assessment method based on memorised answers in an oral examination.…”

Section: Introductionmentioning

confidence: 99%

Authentic Versus Traditional Assessment: An Empirical Study Investigating the Difference in Seafarer Students' Academic Achievement

et al. 2020

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Past research showed that traditional assessment methods that required seafarer students to construct responses based on memorisation and analysing information presented in absence of real-world contexts (e.g. oral examinations and multiple-choice questions) disengaged the students from learning. Memorising information is a lower-order cognitive ability, failure in which led to errors and low academic achievement for students. Authentic assessment methods require students to construct responses through the critical analysis of information presented in real-world contexts. Hence, this research investigated the difference in seafarer students' academic achievement (measured through scores obtained in assessment) in authentic assessment as compared with traditional assessment. Two separate and independent student groups (the ‘control’ group and ‘treatment’ group) were used for a selected unit of learning delivered at the Australian Maritime College within the Bachelor of Nautical Science degree program. Because some past researchers had defined and implemented traditional assessment methods as a single-occasion assessment, this project implemented the assessment in a summative format, as opposed to authentic assessments implemented during student preparation. Analysis of student scores revealed that the authentically assessed students were guided towards significantly higher academic achievement.

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Virtual learning environments – help or hindrance for the ‘disengaged’ student?

Cited by 26 publications

References 5 publications

Adapting blackboard-collaborate ultra as an interactive online learning tool during the COVID-19 pandemic

Adapting blackboard-collaborate ultra as an interactive online learning tool during the COVID-19 pandemic

Engaging with assessment: Increasing student engagement through continuous assessment

Authentic Versus Traditional Assessment: An Empirical Study Investigating the Difference in Seafarer Students' Academic Achievement

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