Accounting Education Through an Online-Supported Virtual Learning Environment

Broad, Martin; Matthews, Martin; McDonald, Andrew

doi:10.1177/1469787404043810

Cited by 33 publications

(23 citation statements)

References 21 publications

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“…This debate has given rise to a proliferation of research into the use of learning technology as a tool for learning in higher education institutions. Much of this research has been empirical, with case studies published on the effectiveness of VLEs in enhancing student learning across a range of disciplines, including Accounting (Broad, Matthews & McDonald, 2004; History (Rogers, 2004), Operations Management (Greasley, Bennett & Greasley, 2004), Engineering (Nortcliffe & Middleton, 2008), Foundation year studies (Turney, Robinson, Lee & Soutar, 2009) and Nursing (Moule, Ward & Lockyer, 2010). These studies range from initial experiments with early versions of VLEs (Greasley et al , 2004) to the specific use of a single aspect of learning technology such as audio feedback to engineering students (Nortcliffe & Middleton, 2008).…”

Section: Literature Reviewmentioning

confidence: 99%

Digital or didactic: Using learning technology to confront the challenge of large cohort teaching

Saunders

Gale

2011

Brit J Educational Tech

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The authors are experienced deliverers of both campus-based and blended undergraduate and postgraduate management programmes at The University of Manchester. They have a specific interest in the use of learning technology to enhance teaching and learning. AbstractThis paper investigates whether the selective use of technology can begin to overcome the challenge of large cohort teaching and deliver an enhanced student learning experience. It describes the initial development and evaluation of a campus-based management course taught to 270 third year engineering undergraduates at The University of Manchester. The course is structured around weekly keynote lectures, supplemented with extensive use of a virtual learning environment (VLE) and key Web 2.0 applications.The preliminary findings are that technology is not a panacea: face-to-face contact with teaching staff remains the priority for most students. Nevertheless, the VLE was found to improve the student learning experience provided that • Use of technology does not reduce face-to-face teaching time;• Teaching faculty acknowledges that students are, for the most part, highly strategic learners, engaging deeper with those technology tools that help them achieve their desired course outcomes; • Close attention is paid to learning design, aligning technology tools with the desired learning outcomes.Further work is now required to explore more effectively the use of the VLE and Web 2.0 as a vehicle for promoting collaborative learning. In addition, the authors will be redesigning course activities, both assessed and unassessed, to start to address the more lofty ambition of moving students from an acquisitive to a participative model of learning. IntroductionThe number of students entering full-time higher education in the United Kingdom has increased rapidly over the last 20 years. In many institutions this has resulted in larger class sizes, with numbers of students undertaking core modules often exceeding 250 students. The challenge facing higher education, driven by financial pressures to accept increasing student numbers, is how to evolve the student learning experience to meet the expectations of today's students. Didactic teaching in ever-larger lecture theatres may not constitute the optimal approach. Recognising this many institutions have seized on new technologies in teaching and learning as a potential solution to this problem.

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Section: Literature Reviewmentioning

confidence: 99%

Digital or didactic: Using learning technology to confront the challenge of large cohort teaching

Saunders

Gale

2011

Brit J Educational Tech

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“…The recent white paper, The Future of Higher Education , also advocated an increase in e‐learning in order to provide more flexible learning opportunities in the context of widening participation [Department for Education and Skills (DFES, 2004)], and a national e‐learning strategy is currently under development (see DFES 2003). Broad, Matthews, and McDonald (2004) comment on the increasing pressures within universities for academic staff to embrace e‐learning, with this providing a key strand of many institutions’ teaching and learning strategies.…”

Section: Introductionmentioning

confidence: 99%

Reflecting on the think‐aloud method for evaluating e‐learning

Cotton

Gresty²

2005

Brit J Educational Tech

157

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E-learning is increasingly being used in higher education settings, yet research examining how students use e-resources is frequently limited. Some previous studies have used the think-aloud method (an approach with origins in cognitive psychology) as an alternative to the more usual questionnaire or focus groups, but there is little discussion in the educational literature about the advantages and disadvantages of this approach. In this paper, we discuss our experience of using the think-aloud method in a recent study, and we reflect on its potential contribution as a research method. A number of concerns about the method arose during our study, including the level of guidance given to participants, observer influence, and the complexity of data analysis. We conclude, however, that the richness of the data collected outweighs these constraints, and that the think-aloud method has the potential to enhance research in this field. IntroductionComputer-based learning, or e-learning, is increasingly being employed in educational settings and is a key focus for the development of higher education in the UK. This is in part a response to the 1997 Dearing Report, which emphasised the growth of technology in higher education, and in part due to the need to teach increasing numbers of student with decreasing resources. The recent white paper, The Future of Higher Education , also advocated an increase in e-learning in order to provide more flexible learning opportunities in the context of widening participation [Department for Education and Skills (DFES, 2004)], and a national e-learning strategy is currently under development (see DFES 2003). Broad, Matthews, and McDonald (2004) comment on the increasing pressures within universities for academic staff to embrace e-learning, with this providing a key strand of many institutions' teaching and learning strategies.

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“…Nonetheless, one fundamental question remains-does the technology actually enhance student learning (Conole, 2004)? There are many claims of considerable benefits to both students and tutors if appropriate e-learning strategies and modes of delivery are adopted (see Richardson et al, 1999;Broad et al, 2004;Thang, 2005) but conflicting evidence is also notable in the literature. For example, Adams (2004) argues that 'often only low level learning is achieved as a result of using these materials' (p. 5), whilst Kekkonen-Moneta & Moneta (2002) conclude that carefully designed interactive e-learning modules can foster higher order learning outcomes.…”

Section: Introductionmentioning

confidence: 97%