JISC infoNet - Preparing Students to use a VLE

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Preparing Students to Use a VLE

When you are designing your course using a VLE it is important to think about how you are going to introduce this way of learning to your students. Research suggests that students can struggle in this environment and drop-out rate can increase unless there is a thoughtful induction (Lynch, 2002). Moore & Aspden (2004) indicate that students will use a VLE when they know why it is being used and how it will benefit them. Students are not negative or particularly positive about using a VLE but need it to have an explicit role and that needs to be explained and reinforced by the tutor, for example in the student's attitude towards the tutor's use of Blackboard.

Some of the issues that you may consider when introducing the use of a VLE to your students include:

Access to a reliable computer

Although the majority of students are likely to have access to a computer and the Internet, it cannot be assumed that all students will. It is important to liaise with your IT department regarding the facilities for students to access computers within your institution. Make sure your students know about these facilities since lack of or restricted access will have a significant impact on the use of the VLE by your students (Williams, 2002).

IT skills

Although many students will have adequate or more than adequate IT skills to access your course on the VLE, there may be some who will feel ill-prepared to be learning online. This may include older or international students. Studies indicate that pre-conceived ideas about information technology skills being a barrier were not substantiated; students found VLEs easy to use and a way of developing their confidence with information technology (Moore & Aspden, 2004). Nevertheless, some students will need help. You may need to offer signposting for areas within your institution which provide help in improving information literacy skills, for example, study skills centres or learning centres. In addition, you will probably want to circulate guides about how to access and use the tools within your VLE.

If you are using tools within a VLE that require specific IT skills, for example, synchronous chat, it is important to check that everyone in the group has similar ability in typing (neither too fast nor too slow) since this can lead to students dominating the discussion or feeling disenfranchised.

Learning with a Virtual Learning Environment

Many students, especially those physically attending a course delivered at an institution, have a very traditional perspective of education. Therefore, the introduction of a VLE and the associated changes in their role as a learner, may not fit comfortably with their expectations. For example, they may perceive the requirement to function as an independent learner a type of abandonment and feel isolated (Howland & Moore, 2002). Also, they may have previous or current experience of using a VLE which focusses on a more content-based approach to learning and teaching and this may cause complications. Students may find it difficult to combine a new approach to learning in your course with other courses which use a VLE for a more traditional role.

At the beginning of the course, you may wish to give students advice about being an independent learner, changes in their role and using a VLE. You will need to explain about how using a VLE will change their face-to-face sessions and what you expect from them in the VLE. In some cases you may decide to provide further guidance on independent learning and study skills which may be in collaboration with your study skills centre at your institution.

Benefits for students

It is worthwhile providing the students with an overview of the benefits that using the VLE will have for them. For example, there may be organisational benefits: you can help students plan their time for studying during a course if a timetable, activities and related materials are available on a VLE from the first week of study. This will help them organise work, family commitments and plan time for studying. Also, by using a VLE, a tutor can plan for distance or blended learning, reducing face-to-face sessions and students' travel time to classes.

From the learning perspective, a VLE can accommodate different student learning styles, for example, some students will find learning online easier by engaging in an online discussion as opposed to face-to-face discussion. In addition, a VLE can provide opportunities for practice and recall when convenient for students, especially without others seeing the mistakes they have made. They can find the appropriate materials they need in the format they like since VLEs can accommodate a wide range of learning materials especially through their use of multimedia (graphics, audio, video) and their ability to allow the user to create their own learning journeys (for more information, look at the SFEU materials; writing for online learning, section 1, learning styles). Finally, they can receive immediate feedback, for example, in simulations and quizzes rather than waiting for the tutor to respond in the face-to-face session.

A VLE can allow learners to learn more and faster, by fully utilising the administrative tools of the VLE, streamlining communications and refining tutor feedback to learners. This enables learners to focus upon learning-related tasks (Kvavik and Carvso, 2005).

You may also want to emphasise that VLEs can also improve the face-to-face learning environment. If students know that materials are on the VLE, it means they can listen and think more in the class than worry about catching every single word in a face-to-face session as seen in LTSN LEAP Case Study 4.

It also means they will have more time to ask questions and work on materials with you in a more active learning environment in the face-to-face sessions.

Introductory activities

Research indicates that introductory activities especially involving online discussions can have a positive impact on active participation (Ellis & Llewellyn, 2004). In your introductory session, it is essential that you provide a rationale for your use of the VLE including the benefits it will have for your students, ensure that they can access the VLE but also provide an introductory activity. This may be using some of the online quizzes or the online discussions.

Summary for The Student Perspective

Many younger students have an information age mindset; they are 'digital natives' rather than 'immigrants' and use ICT in their studies and for recreation and social activities (Haywood et al, 2004). This means that they expect 'total connectivity' - when they want and need it - through email, internet relay chat and mobile phones. In their learning they have a preference for doing rather than knowing and can readily multitask. Most of them are extremely comfortable with IT and the Internet and do not perceive computers as technology.

Research indicates that students are mainly positive about VLEs but they need to know its purpose. There is a tendency for students to focus on content and materials hosted in the VLE; in the Edinburgh survey when asked about other uses (besides providing content) for a VLE, the answer was often 'don't know.' Students have a limited knowledge about what a VLE can do for them. As Haywood et al (2004) state there is a need to increase student awareness of the full potential of online learning if it is to be fully accepted. Therefore, students will need guidance, especially in the early part of a course, into how to use the VLE for active learning.

Not all students will have a positive attitude to VLEs and may feel that using a VLE is taking them out of their 'comfort zone' - it may not meet with their expectations and previous experience of how they learn and how they want to learn. In addition, they may not welcome the changes to the face-to-face sessions which move away from a more didactic approach. A clear introductory session explaining the rationale for the use of the VLE and signposting for support is essential.