2014 e learning innovations conference

1. Assessing the Virtual Learning Environment (VLE) at
Agder University College (AUC): What are the learning Lessons for THLIs
The eLearning Innovations Conference & Expo – 2014 July 28-29
By: Musabila A. K (PhD)

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Presentation Agenda
 Introduction
 Theoretical Framework
 Research Methodology
 Findings and Discussion
 Conclusion and Lessons

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Introduction
 The main goal of the study was to assess the Virtual Learning
Environments (VLE) at Agder University College (AUC).
 The assessment process focused on investigating the
pedagogical benefits of using VLE system at AUC.
 Such benefits could be attained only if VLE use supports the
pedagogical needs of online learning.
 In addition, the study examined:
 The reasons for using VLE.
 How is VLE used at AUC

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VLE is an electronic system that is providing online interactions of various kinds that can
take place between learners and other learners, and learners and tutors, including
online learning. The Classfronter – is a VLE used at AUC
Most of the VLE systems have characteristics which reflect the traditional face to face
classroom. For example, the VLE has features for:
 Managing users, roles, courses, instructors, facilities, and generate reports
 Course calendar
 Learning path
 Student messaging and notifications
 Assessment and testing handling before and after testing
 Display scores and transcripts
 Grading of coursework and roster processing, including wait listing
 Web-based or blended course delivery
Introduction (Cont..)

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Introduction (Cont..)

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Theoretical Framework
The conversational framework by Laurillard (2002)
 Discursive support - It is important to consider how well VLE
influences electronic technology to support the conversation as an
integral part of the learning process by providing effective
communication between lecturers and students.
 Adaptive support - The adaptability component focuses much on the
extent to which the same group or individual students can be easily
identified within a VLE system once a course or learning activity is in
progress

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Theoretical Framework (Cont..)
The conversational framework by Laurillard (2002)
 Interactive support - A VLE should allow the students to restructure
the presented material, add resources of their own, annotate
material, launch and run simulations in a more interactive process
with the same group or the teacher.
 Reflective support - Any VLE is evaluated on the extent it allow the
lecturer to help the student link detailed feedback on their actions to
the topic goal.

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(Source: Laurillard (2002:87)
Theoretical Framework (Cont..)

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Research Methodology
Qualitative Research Method
 Study Sample (Nine Respondents.)
 Three lecturers from Information System (IS) Department.
 Two students from Information System (IS) Department.
 One lecturer from Health and Sport (HS) Department.
 Three students from Health and Sport (HS) Department.
 Sample Selection Strategy
 Purposeful Selection (Depart.) – Purposive Samples
 Convenience Selection (Resp.) – Accidental Samples
(Judd et al, 1991)

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Data Collection
 In depth Interview (approx. from 30 to 40 min
students and 50 to 75 min. for lectures)
 Supplementary Information from AUC Officials
 HS and IS Programme Coordinators
 AUC Director of Studies
 AUC Classfronter Administrator
 Classfronter Website for the VLE
Research Methodology (Cont..)

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 Data Analysis
 Cassette transcription
 Data Coding
 Pre-set Categories (Question 3)
 Discursive - VLE Communications tools
 Adaptable - VLE Flexibility tools
 Interactive - VLE Interaction tools
 Reflective - VLE Feedback provision tools
 Emerging Categories (Question 1 &2)
 Background Information
 How is Classfronter used
 Why is Classfronter used
Research Methodology (Cont..)

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 Data Analysis (Cont..)
 Developing Data Themes
 Developing Conceptual Themes
 Structuring and Meaning Interpretation
 Write up analysis
Research Methodology (Cont..)

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Findings & Discussion

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Classfronter pedagogic Support
 Discursive support
 Provides an opportunity for idea re-conception before lecture
 It has enhanced meaning restructuring by supporting graphical presentations
 It provides a permanent storage place for lecture notes
 Students focus on understanding rather than taking notes
 Interactive support
 The CF assist in administering assignment and other course deliverables
 This has widened students opportunity for getting feedback
 It has increased flexibility to work from anywhere anytime
 The feedback comments are accessed permanently throughout the semester
Findings & Discussion (Cont..)

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 Reasons for using Classfronter
 Decreased paper work
 Easy to delivery assignments and deliverables
 Easy to distribute lecture notes
 Good source of information
 Good reinforcement medium
 Other institutional factors (IS Policy)
Findings & Discussion (Cont..)

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Factors affecting effective use of Classfronter
 Technical factors
 Technical intricacies affect respondent’s willingness to use CF.
 Lack of integrated system for Eudora mail and CF email.
 Students’ storage spaces in AUC servers are not accessed in
CF.
 AUC administrative factors
 CF access to other users
 Lack of motivations to use the system
 Lack of CF objectives, strategies and stated benefits
 Lack of uniform policy at University level
Findings & Discussion (Cont..)

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Factors affecting effective use of Classfronter
 Classfronter training factors
 The study indicated that lack of training affects the way CF
is used.
 All respondents complained that the training given was not
enough
 Learning resources context factors
 Ill-defined problems are not suitable for online discussion.
 The automated test offered in CF is ineffective method for
testing questions that require long, descriptive and graphical
answers
Findings & Discussion (Cont..)

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Factors affecting effective use of Classfronter
 Norwegian cultural factors
 It was an opinion of some of the respondents that Norwegians’
culture of being reserved and slow response influence students’
ability to interact and work independently online
 Other alternatives to Classfronter
 The findings indicate that the relative advantage provided by
other means of communications e.g. face-to-face, phone
conversations, etc influences the adoption and usage rate
Findings & Discussion (Cont..)

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Conclusion
Pedagogic Advantages
Based on findings and discussions presented in this study, it is concluded that
Classfronter application at AUC has limited pedagogic benefits (Laurillard, 2002)
 Classfronter has enabled students to access lecturer’s presentations before actual
sessions.
 Acting as a reinforcement centre for presented lectures it provides a permanent
storage of learning resources and relieves students from note taking during the
lecture session
 Classfronter support for delivery and administration of assignments has
provided more access to feedback and increased flexibility of working from
anywhere and any time

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Lessons to Higher learning Institutions
 The study indicates in the need to follow up education delivery as a means of
ensuring that the process of learning are followed
 The study indicates also that there is a need to establish clearly stated
objectives, strategy and rules guiding the use of VLEs.
 The study indicates the need to motivate the system adopters or users
 The objectives should state among other things the expected pedagogical
benefits of using such technology.
 The study indicates need to have seamless integration of other ICT applications
across the entire educational spectrum

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 The study indicates that learning resources context matters when it comes to the
issue of communicating online.
 The study also indicates that ill-defined or unstructured problems are not
suitable for online discussion.
 The study also indicated that automated test offered in VLE is found to be
ineffective method of testing courses that require long, descriptive and
graphical answers.
 The findings also indicated the need of considering community and cultural
values as they have effect on interacting and the ability to work independently
online.
Lessons to Higher learning Institutions

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Thanks for your attention
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