Virtual Learning Environments : can they be extensively used as a collaborative learning tool?

Doolan, Martina and Turnock, Chris (2008) Virtual Learning Environments : can they be extensively used as a collaborative learning tool? In: ALT-C, 8-11 September 2008, Leeds.

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Abstract

Virtual Learning Environments (VLEs) are used extensively within higher education, primarily as an educational tool, but can also have additional functionality. There has been considerable debate, both internal to the university and in the external academic community about the value of a VLE. An in depth evaluation of how students use an institutional VLE revealed the predominant model students encounter is a transmissive one, i.e. staff provide online learning content with little evidence of student collaboration. However, students in the study expressed a desire that teaching staff facilitate the potential for student collaboration. This suggests that current dissemination activity on the use of collaborative learning within a VLE or other online setting reflects an approach used by a relatively small number of champions and that the main use of institutional VLEs continues to be based upon a transmissive, i.e. teacher to student approach, which is also teacher controlled. Yet, there is a belief that collaborative models facilitate a greater depth of student learning than can be possible using a transmissive approach. The workshop aims to explore how greater adoption of collaborative approaches to using a VLE can be achieved by considering: • Factors facilitating use of a collaborative educational methodology • Factors preventing use of a collaborative educational methodology • Strategies to promote use of a collaborative educational methodology

Item Type:	Conference or Workshop Item (Paper)
Subjects:	X200 Research and Study Skills in Education
Department:	Faculties > Health and Life Sciences > Social Work, Education and Community Wellbeing
Depositing User:	EPrint Services
Date Deposited:	19 Oct 2010 09:01
Last Modified:	12 Oct 2019 14:39
URI:	http://nrl.northumbria.ac.uk/id/eprint/3287

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