This poster will discuss the outcomes of a multi-faceted research exercise that aimed to gain an insight into students’ opinions of the VLE and observe how they use it. This was to identify to what extent barriers to access are due to system design, content design, available support or the student’s digital capability. Participants were observed using VLE systems; their dialogue and facial expressions were captured by a webcam, whilst their screen was captured. The students were given typical scenarios (submitting an assignment, finding module information etc.) to undertake and the observer made notes on the journey they took to reach the end goal. On completion of the scenario the observer asked follow up questions regarding positives, negatives and improvements. The participant was then asked to rate the difficulty of the task. The data gathered from these observations was then combined with the use of multiple survey data from both internal and national surveys. The outcomes from the research are being used to inform system and content development. In addition, areas for increased student support and the development of digital capabilities will be addressed.
UCISA (2014) Survey of Technology Enhanced Learning for higher education in the UK. UCISA. Available at: https://www.ucisa.ac.uk/~/media/groups/dsdg/TEL%20Survey%202014_29Sep2014.ashx [Accessed 24th March 2016]
Wheeler, S., (2015) Learning With ‘e’s: Educational Theory and Practice in the Digital Age. Carmarthen: Crown House Pub Ltd.