Student Experience of E-Learning Tools in HE: An Integrated Learning Framework

Abstract

Over the last decade the adoption of a Virtual Learning Environment (VLE), at University, has become an accepted norm of support for student learning. However, despite the major investment in VLE's there is a major disparity between what universities are offering, on their online platforms, and how this material and activities are being utilised by students. This research provides empirical evidence of the passive use, both by tutors and students, of the VLE. The literature provides evidence of the inertia that still exists, within Higher Education (HE), among tutors, to fully embrace the spectrum of VLE engagement tools. The lack of transition, among many tutors, to utilise the VLE as a pedagogical engagement tool continues to impact the expectations of fee paying students in the UK, who no longer expect that a Socratic dialogue will suffice to catalyse their intellectual curiosity. Today's generation of students have been exposed to a plethora of technologies that facilitates the acquisition of instant information and often through a multitude of sensory (visual, audio) formats. Furthermore, with the growth of Massive Open Online Courses (MOOCS) that are freely available to students the expectations, of HE students, from universities is becoming more demanding. In light of this competitive virtual learning landscape the authors propose a learning framework. To enable universities to create a unique and effective learning experience, for their students, through prudent investment in VLE tools and a complimentary learning environments. Resulting in deeper learning and informed students prepared for seminars.

Implementing H5P Online Interactive Activities at Scale

“…The flipped classroom model, whereby students undertake theoretical learning activities outside of class-time then discuss the concepts or apply their skills during class time, is increasingly employed at many institutions, proving to be popular and effective at engaging students with their own learning (Dean & Lima, 2017;Lee, Lim, & Kim, 2017), and is now characteristic of many units at Victoria University. Covid19 work-from-home restrictions emphasised the need to optimise time spent on campus with practical activities, and theoretical learning being undertaken remotely.…”

“…Alonso et al (2011) recognise the importance of the design and delivery of multimedia and OIA, arguing that freedom to access these online resources motivated and encouraged learners, leading to better learning outcomes. As Dean and Lima (2017) suggest "a more flexible learning approach allows students to balance their work and study commitments".…”

Pythagorean triangles analysis of the conical pendulum based on lengths, forces and times, to obtain equations for the principal physical parameters

“…A theoretical analysis showing the deriva tions of seven different linearization equations for the conical pendulum period T, as a function of radial and angular parameters has been published [15] and experimental data obtained over a wide range of conical pendulum lengths demonstrate excellent agreement with theoretical calculations. This was subsequently extended, with a detailed theoretical and computational analysis of the con ical pendulum period, string tension and centrip etal forces, over a wide range of apex angles [16].…”

Innovación y herramientas hi-tech en la docencia del periodismo. El caso de Wooclap

“…En este contexto, resulta pues esencial la formación del profesorado en unas herramientas cada vez más numerosas que permiten, según describen Petersson, Hatakka & Chatzipetrou (2020) un aprendizaje activo a partir de una pedagogía invertida. Igualmente facilitan la creación e integración de contenidos que redundan en una mejora notable de la enseñanza universitaria (Mogollón de González & Saavedra, 2020) y en el aprendizaje colaborativo (Dhari, Vighio & Dahri, 2019), con unos estudiantes más preparados e informados (Dean & Lima, 2017). Como refuerzo, Verdezoto & Chavez, (2018) sostienen que la falta de uso de estas herramientas dificulta la comprensión de contenidos y obstaculiza una formación autónoma y flexible.…”