Author: Dr. Deirdre Burke, deirdre.burke@wlv.ac.uk

JISC e-Learning Activity Area: Technology-enhanced Learning Environments

Higher Education Academy Subject Centre: Philosophical and Religious Studies/History, Classics and Archaeology

This case study illustrates...an effect on learning an effect on student personal development student satisfaction with e-learning innovation in learning and teaching an influence on educational research staff satisfaction with e-learning staff personal development a positive effect on recruitment a positive effect on retention an influence on policy use of resources modifications to learning spaces management of learning assets an effect on social equality

Further Evidence

The theoretical foundation for this approach is based on the work of Biggs, 2003, who identified metacognitive skills as a third level of skills, which goes beyond generic and study skills. Metacognitive skills are in essence involved with 'what a learner does in new context' (2003, 94). Thus, the provision of electronic resources allowed students to interact with each religion, to learn facts, figures, and practical issues such as pronunciation of key terms through the sound glossary.

In addition, e-learning supported interaction with the wider community, and thus contributed to community cohesion. The website was used as a portal to provide access to publications by the Wolverhampton Inter Faith Group and local community websites. Ongoing work by students in the module contributes to this process through the posting of their reports on visits to local communities in the website. One strand of reporting contributes to social justice by exploring the experience of congregants and their interaction with other communities.