Students' Use of a VLE
Edinburgh University's study indicates that over 50% of their current students use their VLE at least 2 - 3 times per week.
Most students use a VLE to access resources, for example, tutor notes from their face-to-face sessions, PowerPoint presentations online, handouts, course information, additional links and high-quality digital readings (Crook and Barrowcliff (2001), Haywood et al (2004), Conrad (2002)). Students see this as a way of organising their study hours more effectively (Moore & Aspden, 2004). Easy access to these resources did not discourage them from seeking other resources but inspired them to search for others. In comparison, there is limited use of online discussions and interactive features, for example, simulations, online movies and quizzes. Research shows that students want VLEs to provide more information, for example, PowerPoint presentations and digital readings (Haywood et al, 2004).
There are two problems with this approach. Firstly, by placing emphasis on content delivery, many tutors spend a great deal of time designing and producing new learning materials and uploading these within the VLE. This is an expensive and unsustainable strategy. A second problem is that this approach does not make use of the most powerful aspects of VLE systems: their ability to support collaborative student learning and providing an environment for students to complete the necessary learning activities to meet the learning outcomes. VLEs can be more effectively used to support students in sharing materials, and reflecting upon and integrating new ideas into their existing knowledge. Further discussion on this area is available in the Communication Tools within this infoKit.
Changing student roles
As indicated in a previous section (The impact of VLEs on the roles of tutor and students), VLEs can have an impact on student and teacher roles.
The SOLE (Students' Online Learning Expectations) project investigated the changes that occur. SOLE looked at students' usage of VLEs in higher and further education and explored the effectiveness of VLEs in supporting different subject areas and student learning in general. The research was carried out at several UK universities and FE colleges, covering a broad range of subjects with diverse online learning requirements. The project showed that there was only a limited change in student roles but now although the tutor is still seen as central, students are adapting to VLEs and using it to support and guide their learning. This is clearly linked to the ability of the tutor to move to a more egalitarian role with shared responsibility and control (Timmis & O'Leary, 2004). The final report is available from the SOLE Project Website.
A study by Frederickson et al (Frederickson 2005)at University College London found that web-supported learners become more independent, taking responsibility for their learning - 'Participants in the web-supported sessions seemed motivated to take responsibility for directing and assessing their own learning while participants in the lecture sessions appeared, without question and despite the lecturer's best endevours, to vest these roles and responsibilities in the lecturer'.
You need to consider this changing role and the associated expectations when designing your learning activities and resources.
