Use of the Virtual Learning Environment (VLE) to engage students and develop independence
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Authors
Kingswood, Michelle
Issue Date
2009
Educational Level
ISCED Level 3 Upper secondary education
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Background: The purpose of the study was to identify if students would become more engaged with learning and develop independent learning and thinking by using a Virtual Learning Environment (VLE).
Aims: The main aim of this development work was to identify if students would become more engaged with learning and develop independent learning and thinking, with the use of a Virtual Learning Environment.
Methods: The participants in this case study were the head of department, the ICT consultant, the year 10 DiDA group, and the VLE provider. The methods used included training sessions, demonstrations, experimenting with different options, and creating step-by-step instructions. Students were encouraged to access their work outside the classroom, collaborate, and work at their own pace. Teacher assessment, pupil consultation data, and logs/interviews were used to measure progress.
Findings: The main findings of this case study are that the use of a VLE enabled students to become more independent and take control of their learning, resulting in improved grades and better relationships between students and teachers.
Implications: The findings of this case study suggest that the use of a VLE can help to engage students, improve attainment, and enable independent learning and collaboration. It can also help to improve teacher teaching capabilities and lesson planning.
Aims: The main aim of this development work was to identify if students would become more engaged with learning and develop independent learning and thinking, with the use of a Virtual Learning Environment.
Methods: The participants in this case study were the head of department, the ICT consultant, the year 10 DiDA group, and the VLE provider. The methods used included training sessions, demonstrations, experimenting with different options, and creating step-by-step instructions. Students were encouraged to access their work outside the classroom, collaborate, and work at their own pace. Teacher assessment, pupil consultation data, and logs/interviews were used to measure progress.
Findings: The main findings of this case study are that the use of a VLE enabled students to become more independent and take control of their learning, resulting in improved grades and better relationships between students and teachers.
Implications: The findings of this case study suggest that the use of a VLE can help to engage students, improve attainment, and enable independent learning and collaboration. It can also help to improve teacher teaching capabilities and lesson planning.
Description
Keywords (free text)
Secondary education , Behaviour and attendance , Creativity , Self evaluation and review , Social and Emotional Aspects of Learning (SEAL) , Information and Communication Technology