Using a virtual learning environment in higher education to support independent and collaborative learning

Abstract

A case study on the use of a virtual learning environment (VLE) to support small-group teaching in psychology is reported and discussed in the wider context of the ASTER project, which aims to establish and disseminate good practice in the use of communications and information technologies for small-group teaching. The aim was to create a cultural shift in students' learning away from rote learning of lecture notes (knowledge telling) towards a deeper engagement and ownership of the content (knowledge transformation). To this end, a VLE was used for group communication and to provide a gateway to linked resources. Groupwork was used to encourage students to work collaboratively. Some embraced the approach enthusiastically whilst others expressed anxiety. The success of the approach is discussed in relation to student attitudes and performance. Some recommendations for shifting the learning culture toward independent learning are suggested.