Abstract
<div class="abstract_container"> <strong>Abstract:</strong> This paper focuses on online learning experiences of students from a range of disciplines, drawing on and presenting outcomes from the SOLE (Students' Online Learning Experiences) project. SOLE, funded by LTSN and JISC, has undertaken evaluations of the learning experiences of students using virtual learning environments (VLEs) across five disciplines. The paper will introduce the study and present a summary of key findings on several aspects including the way in which the VLE was embedded in the pedagogy, tutor and student roles and communication issues. The paper concludes with a discussion of some emergent themes and the role of the discipline in the design and implementation of online learning experiences. </div> <div class="editors_container"> <strong>Editors:</strong> Stuart Lee. </div>
Highlights
This paper investigates the online learning experiences of students from a range of disciplines
Some key findings are presented focussing on how virtual learning environments (VLEs) were embedded within courses, tutor and student roles and communication issues
The study draws upon a theoretical model of the motivational context for virtual learning (Cook & Timmis, 2002) in order to investigate the ways in which motivation is affected by students' virtual learning experiences
Summary
This paper investigates the online learning experiences of students from a range of disciplines. It introduces the SOLE (Students' Online Learning Experiences) study, outlines the research design and aims of the project and presents an overview of the methodology. Some key findings are presented focussing on how VLEs were embedded within courses, tutor and student roles and communication issues. Some emergent themes and conclusions are discussed and the role of the discipline in the design and implementation of online learning experiences is considered. The stages of the SOLE project are outlined to signpost the reader to further reading about this project
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