LOGIN TO YOUR ACCOUNT

Username
Password
Remember Me
Or use your Academic/Social account:

CREATE AN ACCOUNT

Or use your Academic/Social account:

Congratulations!

You have just completed your registration at OpenAire.

Before you can login to the site, you will need to activate your account. An e-mail will be sent to you with the proper instructions.

Important!

Please note that this site is currently undergoing Beta testing.
Any new content you create is not guaranteed to be present to the final version of the site upon release.

Thank you for your patience,
OpenAire Dev Team.

Close This Message

CREATE AN ACCOUNT

Name:
Username:
Password:
Verify Password:
E-mail:
Verify E-mail:
*All Fields Are Required.
Please Verify You Are Human:
fbtwitterlinkedinvimeoflicker grey 14rssslideshare1
Cassidy, SF (2016)
Publisher: Sciedu Press
Languages: English
Types: Article
Subjects:

Classified by OpenAIRE into

ACM Ref: ComputingMilieux_COMPUTERSANDEDUCATION
Virtual learning environments (VLE) have become a standard feature of most courses in higher education, offering the potential to facilitate and improve teaching and learning. Whilst there is an implicit assumption that VLEs benefit student learning, much of the evidence originates from direct questioning of students about their satisfaction with the VLE itself. In order to establish the impact of VLEs on student satisfaction with teaching and learning in higher education, the present study gathered data from a sample of 128 undergraduate students using self-report module evaluation questionnaires (MEQs) completed before and after VLEs were introduced. MEQs were completed in relation one core (Research Methods) and one elected (Health Psychology) module. Results for the core module showed a marked increase in the percentage of students responding as extremely or very satisfied following the introduction of the VLE compared to the pre VLE period. There was also a fall in the percentage of students responding as neither satisfied nor dissatisfied. No clear or consistent change in student satisfaction was evident for the elected module. Improved communication and greater variety of teaching methods were reported by students post VLE for both the core and the elected module. Findings provide some support for the notion that VLEs mediate increased student satisfaction with teaching and learning in higher education, but that their impact may vary according to the course and the perceived utility of the VLE, pre-existing student satisfaction and the effectiveness with which VLEs are blended with traditional approaches to meet student expectations.
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

    • Barker, J., & Gossman, P. (2013). The learning impact of a virtual learning environment: students' views. Teen Journal, 5(2). Retrieved from: http://bit.ly/AtMwtr
    • Cassidy, S. (2011). Self-regulated learning in higher education: Identifying key component processes. Studies in Higher Education, 36(8), 989-1001. http://dx.doi.org/10.1080/03075079.2010.503269
    • Cassidy, S., & Eachus, P. (2002). Development of the Computer Self-Efficacy (CUSE) Scale: Investigating the relationship between CSE, gender and experience with computers. Journal of Educational Computing Research, 26(2), 133-153. http://dx.doi.org/10.2190/JGJR-0KVL-HRF7-GCNV
    • Chua, C., & Montalbo, J. (2014). Assessing students' satisfaction on the use of virtual learning environment (VLE): An input to a campus-wide e-learning design and implementation. Information and Knowledge Management, 3(4), 108-115.
    • de Lang, B. A., Dolmans, D.H.J.M., Muijtjens, A.M.M., & van der Vieuten, C.P.N. (2006). Student perceptions of a virtual learning environment for a problem-based learning undergraduate medical curriculum. Medical Education, 40(6), 568-575. http://dx.doi.org/10.1111/j.1365-2929.2006.02484.x
    • Downing, K. J., & Chim, T. M. (2004). Reflectors as online extraverts. Educational Studies, 30(3), 265-276. http://dx.doi.org/10.1080/0305569042000224215
    • Dyson, M.C., & Campello, S. B. (2003). Evaluating virtual learning environments: what are we measuring? Electronic Journal of e-Learning, 1(1), 11-20.
    • Eachus, P., & Cassidy, S. (2006). Development of the Web User Self-Efficacy Scale. Issues in Informing Science and Information Technology, 3, 199-209.
    • Gannon-Leary, P., & Fontainha, E. (2007). Communities of practice and virtual learning communities: benefits, barriers and success factors. eLearning Papers, 5(September). Retrieved from: http://www.elearningpapers.eu/index.php?lng=en&page=home
    • Hart, M., & Rush, D. (2007). Open Source VLEs (MOODLE) and student engagement in a blended learning environment. In D. Remenyi (ed). (2007). ICEL 2007 2nd International Conference on e-Learnin, University of Columbia, New York, 28th-29th June, 2007. Reading, UK: Academic Conferences.
    • Lee, K., & Lee, J. (2004). Benefits of a virtual learning environment in enabling collaborative and constructivist learning in a community of specialist nursing practice. Proceedings of the IEEE International Conference on Advanced Learning Technologies (ICALT04). ISBN 0-7695-21819/04. http://dx.doi.org/10.1109/ICALT.2004.1357616
    • Liaw, S. (2008). Investigating students' perceived satisfaction, behavioral intention, and effectiveness of e-learning: A case study of the Blackboard system. Computers and Education, 51, 864-873. http://dx.doi.org/10.1016/j.compedu.2007.09.005
    • Love, N., & Fry, N. (2006). Accounting students' perceptions of a virtual learning environments: Springboard or safety net? Accounting Education, 15(2), 151-166. http://dx.doi.org/10.1080/06939280600609201
    • McCormick, R., & Li, N. (2006). An evaluation of European learning objectives in use. Learning, Media & Technology, 31(3), 213-231. http://dx.doi.org/10.1080/17439880600893275
    • Means, B., Toyama, Y., Murphy. R., Bakia, M., & Jones, K. (2009). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online-learning studies. Washington, U.S. Department of Education.
    • Morrice, J., & Demian, P. (2012). The use of virtual learning environments and their impact on academic performance. Engineering Education, 7(1), 11-19. http://dx.doi.org/10.11120/ened.2012.07010011
    • Read, D., Coles, S., Frey, J., & Littlefield, B. (2013). Investigating the use of virtual learning environments by teachers in schools and colleges. Southamptom, University of Southampton. Retrieved from: http://eprints.soton.ac.uk/342377/1/DRead_VLE_report.pdf
    • Reed, P., & Watmough, S. (2015). Hygiene factors: Using VLE minimum standards to avoid student dissatisfaction. E-Learning and Digital Media, 12(1), 68-89. http://dx.doi.org/10.1177/2042753014558379
    • Roca, J. C., Chiu, C. M., & Martinez, F. J. (2006) Understanding e-learning continuance intention: An extension of the Technology Acceptance Model. International Journal of Human-Computer Studies, 64(8), 683-696. http://dx.doi.org/10.1016/j.ijhcs.2006.01.003
    • Rogers, G. (2004). History, learning technology and students achievement: making the difference? Active Learning in Higher Education, 5, 232-247. http://dx.doi.org/10.1177/1469787404043811
    • Selim, H.M. (2007). Critical success factors for e-learning acceptance: Confirmatory factor models. Computers & Education, 4, 396-413. http://dx.doi.org/10.1016/j.compedu.2005.09.004
    • Smart, K.L., & Cappel, J. J. (2006). Students' perceptions of online learning: a comparative study. Journal of Information Technology Education, 5.
    • Sumak, B., Hericko, M., Pusnik, M., & Polancic, G. (2011). Factors Affecting Acceptance and Use of Moodle: An Empirical Study Based on TAM. Informatica, 35, 91-100.
    • Walker, R., Voce, J., Nicholls, J., Swift, E., Ahmed, J., Horrigan, S., & Vincent, P. (2014). Survey of Technology Enhanced Learning for higher education in the UK. Oxford: UCISA.
    • Wernet, S., Olliges, R., & Delicath, T. (2000). Post-course evaluations of WebCT (Web course tools) classes by social work students. Research on Social Work Practice, 10(4), 487-503.
  • No related research data.
  • No similar publications.

Share - Bookmark

Cite this article