Research skills development through collaborative virtual learning environments

Abstract

PurposeStudying at university today is a complex undertaking. Not only have the characteristics of the student cohort changed significantly in recent years, but the exponential growth of technological innovation has also impacted markedly on the study environment. Issues such as student transition and retention are receiving considerable attention, and the quality of learning and teaching has become an important consideration. While support for students from outside the faculty is still seen as useful, it is recognised that contextualised support facilitates deeper learning. This case study aims to focus on a virtual learning environment (VLE) designed through collaboration between the Library, Learning and Teaching Support and the Faculty of Business and Law at the University of Southern Queensland.Design/methodology/approachThe implementation of the VLE followed a design‐based research methodology focusing on an iterative approach which responded to student and staff feedback. An analysis of usage data, coupled with student feedback from reference interviews form the core of the information used to shape each evolutionary design cycle.FindingsThe results of two‐and‐a‐half years of usage data indicate that students from all disciplines within the Faculty of Business and Law used the screencasts embedded in the VLE as self‐directed, “just‐in‐time” learning resources. The qualitative comments reflect the advantages of presenting research skills tutorials in a visual format, with many commenting on a feeling of greater understanding and confidence with the research process.Originality/valueThe use of discipline‐specific screencasts offers location‐independent asynchronous learning support that can be dynamically created in response to student needs. Furthermore, it suggests that this type of reference support is more successful when produced through cross‐faculty and divisional collaboration. This VLE is accessible to all USQ Faculty of Business and Law students, but it represents a transferable, achievable model for other institutions with distance learning cohorts.