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Staff Using an Institution - Wide VLE for Blended E-Learning: Implications of Student Views

Staff Using an Institution - Wide VLE for Blended E-Learning: Implications of Student Views

Paul Brett
Copyright: © 2006 |Pages: 16
ISBN13: 9781591409625|ISBN10: 1591409624|ISBN13 Softcover: 9781591409632|EISBN13: 9781591409649
DOI: 10.4018/978-1-59140-962-5.ch011
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MLA

Brett, Paul. "Staff Using an Institution - Wide VLE for Blended E-Learning: Implications of Student Views." Technology Supported Learning and Teaching: A Staff Perspective, edited by John O'Donoghue, IGI Global, 2006, pp. 160-175. https://doi.org/10.4018/978-1-59140-962-5.ch011

APA

Brett, P. (2006). Staff Using an Institution - Wide VLE for Blended E-Learning: Implications of Student Views. In J. O'Donoghue (Ed.), Technology Supported Learning and Teaching: A Staff Perspective (pp. 160-175). IGI Global. https://doi.org/10.4018/978-1-59140-962-5.ch011

Chicago

Brett, Paul. "Staff Using an Institution - Wide VLE for Blended E-Learning: Implications of Student Views." In Technology Supported Learning and Teaching: A Staff Perspective, edited by John O'Donoghue, 160-175. Hershey, PA: IGI Global, 2006. https://doi.org/10.4018/978-1-59140-962-5.ch011

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Abstract

This chapter reports on an investigation into the institution-wide use of a virtual learning environment (VLE) in a UK University. The aim was to collect information on staff use of the VLE from the student perspective. It was used to evaluate -and reformulate- current e-learning strategic initiatives aimed at enhancing the VLE-based student experience. The chapter examines how staff’s use of the VLE is impacting on the student learning experience. Three aspects were investigated: (i) the amount, mode, and location of the use of the VLE; (ii) respondents’ perceptions of the nature and value of their teachers’ VLE support; and (iii) respondents’ preferred uses of VLE-based learning. Analysis shows a predominantly information transmission mode of VLE use, with only some use of active learning. Respondents requested more VLE-based formative assessment opportunities. The chapter concludes with five considerations for strategic development of blended e-learning and with three for staff using VLEs.

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