Ubiquitous mobile use: student perspectives on using the VLE on their phone

Damien Raftery

doi:10.22554/ijtel.v3i2.44

Abstract

With the rapid increase in the use of smart phones (and other mobile devices), students in Irish and international higher education institutions are increasingly accessing virtual learning environments (VLEs) using their phones via an app or their browser. This brings both welcome flexibility for the students’ digital learning experiences and wider opportunities to support both asynchronous and synchronous learning in innovative ways. However challenges exist, initially regarding the functionality, user interface, reliability and speed of mobile use of the VLE (specifically via a VLE app as well as a phone browser) but also how best to empower students and lecturers to harness the potential benefits. This article explores the 2017 results of the #VLEIreland student survey in one higher education institution, expanded to include questions about student experiences of using a VLE app. Almost all students have smart phones, with the VLE app used by 7 in 10 students surveyed and, despite the many limitations of the VLE app, two-thirds found it useful. Student comments highlighted the benefits of notifications on the student’s phone and the convenience of easy, flexible access to the VLE. Barriers to the use of the VLE app included poor design and working of the app, and limitations of the student’s own phone. A major implication of increasing mobile access is that the VLE design needs to be more responsive for users, that the VLE itself be fully functional and user-friendly on smart phones and the challenges to design, develop and deliver a rich functional VLE app are met. There is potential for flexible mobile access to the VLE outside of class to be complemented by increased in-class use to enrich innovative approaches to engage learners. Increased mobile VLE usage has consequences for how lecturers use the VLE; they need to be conscious of this mobile use when designing, creating and using their VLE course as well as utilising appropriate digital pedagogies.

Highlights

virtual learning environments (VLEs) provide a stable base ... (Risquez et al, 2013, p.106)As can be seen from the articles in this special issue (Ryan & Risquez, 2018; Raftery & Risquez, 2018), students both frequently use the VLE and maintain broadly positive attitudes to its use, finding it helpful to their studies
In the most recent survey in January 2017, this was expanded with a section on the mobile use of the VLE and use of a VLE app, and included some open-ended opinion questions
Most of the students surveyed are positive about the VLE and use it regularly. 93% of respondents use the VLE regularly: 61% of respondents use the VLE daily, with a further 33% using it a few times a week. 92% of respondents agree that systems like the VLE are helpful whilst 81% agree that the VLE is easy to use

Summary

Introduction

VLEs provide a stable base ... (Risquez et al, 2013, p.106)As can be seen from the articles in this special issue (Ryan & Risquez, 2018; Raftery & Risquez, 2018), students both frequently use the VLE and maintain broadly positive attitudes to its use, finding it helpful to their studies. Substantial use of assignment submission, grading and sharing of marks and feedback is complemented by some use of online quizzes, discussion boards and other VLE tools This is mirrored internationally, with US commentary that the VLE has been “has been highly successful in enabling the administration of learning but less so in enabling learning itself” (EDUCAUSE, 2015, p.2). Seery (2015) develops this, pointing out that using VLEs to support student learning (as opposed to dissemination of notes and managing classes) is “the exception rather than the rule”. He argues for the removal of the dependence on the VLE, “a catch-all den of discontent”. As Weller (2007) memorably summed this up over a decade ago, is the VLE dead? Feldstein (2014) points out that the VLE is as it is because this is how the majority of academics want it to be, with Rees (2015) commenting that academics would not continue to use by choice a VLE if they were trained to teach online effectively

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