JISC

The report concludes that amongst the factors that are slowing the uptake of VLEs in Higher Education institutions is the lack of a coherent framework within which to evaluate both the pedagogical benefits and the organisational changes required to effectively implement it. Other factors include the extent to which VLEs can currently inter-operate with other existing systems.

Executive Summary

Virtual Learning Environments (VLEs) are learning management software systems that synthesise the functionality of computer-mediated communications software (e-mail, bulletin boards, newsgroups etc) and on-line methods of delivering course materials (e.g. the WWW). To date, several different packages have appeared from both leading commercial vendors and university-based projects. Other systems are currently under development.

Most of these systems are intended not simply to reproduce the classroom environment -‘on-line’, but to use the technology to provide learners with new tools to facilitate their learning. They aim to accommodate a wider range of learning styles and goals, to encourage collaborative and resource-based learning and to allow greater sharing and re-use of resources.

Most of the systems currently available have similar sets of features and range of capabilities. However, inevitably some systems are better suited than others to particular educational contexts and some are simply better designed than others. Appendix 1 provides a summary of the features of a number of current systems. The problems with which this report is concerned are twofold. The first is how to evaluate the properties, capabilities and orientation of different systems from an educational perspective. The second is how to determine whether the new technology can be embedded into the teaching and learning context of a given institution. To this end, we explore two different models (one from education, the other from systems modelling) as a basis for constructing a pedagogical evaluation methodology for VLEs. The educational model was developed and applied to the use of learning technology in higher education by Laurillard (1993) as the Conversational Framework. This was, in turn, derived from Conversation Theory developed by Gordon Pask. The organisational model is drawn from the Viable Systems Model for modelling organisational systems proposed by Stafford Beer (1981). The conversational model has been chosen because Laurillard’s 1993 book “Rethinking University Teaching” has led the way in looking at how Learning Technology could be employed to promote more effective and varied teaching styles. We have elected to use the organisational systems model because it is essential to understand that when one decides to change one element in a system (such as the teaching and learning process by introducing new software), it is necessary to consider the impact on other elements of the system. It has previously been suggested that this organisational systems approach may be applicable in a pedagogical context (Liber, 1998).

Part two describes the Conversational Framework as developed by Laurillard (1993) and constructs an evaluative framework for VLEs based on the model. The use of this framework is illustrated with two example VLEs and it is critically examined. In part three the Viable Systems Model (VSM) is described and its relevance to the higher education context is outlined. A strategy for evaluating VLEs using this framework is then developed and is tested with sample VLEs.

One of the primary differences between the two models is that the conversational model deals primarily with the interactions between a single student and a teacher. This form of interaction encompasses a good part of the functionality of a VLE, but omits peer group functionality and, importantly, tools for allowing the teacher to manage a number of students. These aspects of VLE functionality are better covered by the VSM-based approach.

The report concludes that amongst the factors that are slowing the uptake of VLEs in Higher Education institutions is the lack of a coherent framework within which to evaluate both the pedagogical benefits and the organisational changes required to effectively implement it. Other factors include the extent to which VLEs can currently inter-operate with other existing systems. VLEs are inevitably designed with a pedagogical model in mind, that is usually not made explicit. The evaluative strategies developed in this report are intended to tease out these implicit characteristics of a system, to help educators choose a software system that reflects the way they wish to teach.

Report available electronically only. Read the final report below.