Institutional Learning Management System Research Articles

Addressing inconsistency in use of the LMS

Inconsistency in the use of the learning management system (LMS) by academic staff is a source of dissatisfaction among university students in the UK. One solution is to establish a set of minimum standards (or baseline) for LMS use within an individual institution. Another is to supply templates – frameworks for LMS course sites – with a view to providing students with a seamless experience in their interactions with the LMS. This paper describes how the issue of inconsistency was addressed at a leading research university in the UK through an exploratory project, WebLearn Improved Student Experience (WISE). The widespread devolution of responsibility for site management to administrative staff, together with the ‘maverick’ creation of course sites by those academics who chose to engage with the WebLearn LMS, had resulted in unevenness in students’ access to learning materials. The project team engaged in close collaboration with 19 departments in order to achieve the immediate purpose of improving uptake of, and consistency in, their LMS presence. The ultimate aim was to develop a support package comprising LMS templates and ‘best practice’ guidelines that would enable departments in the future to achieve the same objective, either unsupported or with minimal assistance from the central team of learning technologists. The project was evaluated using a modification of the Innovation Histories method, which included interviews with 13 participants. The evaluation findings additionally threw into relief the complex social and cultural factors at play that can inhibit a consistent student experience in an institutional LMS.

INTEGRATING HTML5-BASED SPEECH RECOGNITION WITH LEARNING MANAGEMENT SYSTEM TO ENHANCE EFL LEARNERS’ PRONUNCIATION SKILLS

HTML5 (HyperText Markup Language version 5) is currently integrated with almost all web-based applications due to its compatibility with numerous types of multimedia content including music, video, and animation. This exploratory study focused on the application and assessment of an HTML5-based plugin called H5P as a Computer Assisted Pronunciation Training (CAPT) tool in developing the pronunciation skills of intermediate-level learners of English as a foreign language (EFL). The target words were initially recorded with their correct pronunciations and then the audio files were imported into H5P to create interactive exercises. The H5P was then integrated with the institutional Learning Management System (LMS). The practice was implemented on n=188 EFL learners enrolled in the General Foundation (GFP) of a university college in the Sultanate of Oman. The efficacy of the approach was assessed through the perspectives of students by using student questionnaires and a student focus group discussion (FGD). The study yielded encouraging findings since most of the students agreed that the use of HTML5 as a CAPT tool was helpful in enhancing their pronunciation skills as it provided automatically generated instant feedback, was easy to use, and could be used by students autonomously at their own pace. Although the impact of software on student achievement in terms of pronunciation skills could not be gauged and the sample was limited to one institution, the study has useful implications for EFL teachers and curriculum designers on using HTML5 for developing pronunciation skills. Further studies are necessary to investigate the pedagogic potential of CAPT resources to develop a high level of competence in EFL learners’ pronunciation.

Perceptions regarding Flipped Classroom teaching method among first year MBBS students in a Medical College in National Capital Region, India

Background: Flipped classroom aims at exposing the students to teaching material outside of class first andutilizing the class time in deeper understanding of the topic with the discussion in the presence of the teacher. It isa method of teaching learning wherein the students take responsibility of their learning. The present study was toconducted to introduce flipped classroom approach as teaching learning method and to obtain students feedback.Materials and method: The study was descriptive study done in the Department of Anatomy after obtaining theIEC clearance. First year MBBS students who volunteered to participate (138 out of 150) were included in the studyafter obtaining informed consent. The students were given a pre-class reading material in form of PowerPointPresentation with voice over for the topics selected for flipped class using Institutional Learning ManagementSystem (LMS) seven days before the class. Class time was utilized in discussion of the topic. A questionnairewas used which was validated by other faculty members. Responses were collected using a 5 point Likert scale.Analysis was done by Microsoft Excel 2010.Results: The concept of flipped classroom was well accepted by the students. It was observed that 70% of thestudents found flipped classroom is more interesting method of learning anatomy compared to traditional lectures.30% of the students believed flipped class required more time and more preparation. They were of the view thatthese classes were more interesting, interactive, and motivated them to learn compared to the didactic lectures.Conclusion: Flipped classroom is not a new concept. However, in our country this concept of teaching learning isnot very commonly used in medical colleges and can be used as an alternative to the traditional lectures for betterunderstanding of the topic and can be used more often.

The Feasibility and Effectiveness of an Online Curriculum for Virtual Onboarding/Orientation of Graduate Medical Education Learners During the COVID-19 Pandemic.

Graduate medical education (GME) orientation/onboarding is conventionally an in-person activity, but the COVID-19 pandemic prompted virtual approaches to learner onboarding. However, online GME onboarding strategies have not been disseminated in the literature. To determine the usefulness of an online curriculum for GME learner orientation at a large sponsoring institution using an electronic survey. The primary outcome was to discover the usefulness of our online curriculum for GME onboarding, and secondary outcomes included identifying barriers to implementation and weaknesses associated with online GME orientation. We created an online GME orientation curriculum to onboard incoming learners (from June 1 to August 31, 2020) and electronically surveyed our learners to determine the usefulness of this novel approach. We conducted orientation sessions and electronically recorded questionnaire responses using CarmenCanvas, our institutional learning management system. Linear regression analysis was performed to identify factors predicting satisfaction with virtual GME orientation using IBM SPSS Statistics, Version 26.0 (Armonk, NY, USA). Of 353 trainees, 272 completed the survey for a 77% response rate. 97% of respondents reported that the curriculum supported performance of learner duties. 79% of trainees perceived the overall quality as "very good" or "good", 91% responded that the curriculum provided "effective learning", 94% reported "accessing the course content easily", 92% reported "easily navigating the curriculum", 91% described the curriculum as "well-organized", and 87% reported that the lectures "supported their learning". Online delivery of a comprehensive GME orientation curriculum is useful and facilitates learner education, training, and integration into a large GME institution in the COVID-19 era.

What's better than the asynchronous discussion post?

The “discussion post” has been a staple in higher education online classrooms for decades. While educators of online learning widely rely on asynchronous discussion posting to engage students using institutional learning management systems (LMS), discussion posting requires mediation and motivation to sustain participation, is considered task-oriented by students, and has been frequently criticized for inauthentic dialogue. The Slides Strategy, which utilizes a collaborative Google Slide deck in concert with Parallaxic Praxis, a knowledge-generating framework, creates an effective environment for meaningful engagement – demonstrating student understanding of material, creating classroom community, and provoking rich, critical dialogue. Collaborative slides used as a pedagogical tool in this way encourage value of all perspectives, diverse modality and thought, and inclusivity through a platform that allows different literacies to cohabitate, working toward decolonizing academia. This paper contextualizes reflections from five asynchronous online courses taught by different instructors, and provides evidence assessing the effectiveness of this strategy through instructor and student perspectives. As educational institutions continue to grapple with an increasing reliance on, and need for, innovative, dynamic, and supportive online learning environments in a post-pandemic landscape, the Slides Strategy moves the online discussion post to a more authentic and critically reflexive academic conversation.

Disciplinary Differences in the Uptake of a Learning Management System: A Case of a South African Historically Disadvantaged Institution

The provision of a Learning Management System (LMS) for use in distributed, blended or open distance e-learning as a management tool has become a basic standard requirement in higher learning institutions globally. Many students and lecturers use an LMS in support of innovative and engaged teaching and learning, both inside and outside the classroom—whether blended or open leaning. However, many academics choose not to make use of the institutional LMS. This is the specific issue that this study addresses, with a particular focus on the role played by disciplinary differences in the uptake of an LMS. The research question guiding the study is thus: To what extent do disciplinary differences affect the uptake of an LMS? The research study drew on Legitimation Code Theory, a sociological theory that explains the knowledge principles underpinning practices, in this case, the practice of the uptake (or non-uptake) of an institutional LMS. The study made use of quantitative data collection and data analysis methods, drawing on the institutional LMS activity data. The study found that there was a significant relationship between the disciplines and LMS uptake. However, the study also found a number of unexpected exceptions, where the nature of the discipline did not seem to impact uptake or non-uptake. The contribution that the study makes is to show the significant role that the academics’ home discipline plays in LMS uptake.

Educators Synchronously using Multiple Platforms and Devices for Teaching and Learning during COVID-19 Lockdown

The 21st century coupled with the COVID-19 worldwide pandemic is indeed imposing new demands on teaching and learning. Higher education institutions affected extensively educational institutions are mandated with the responsibility of inclusiveness and preparing students for realities of the current and unknown future. There has been heightened attention to educational technologies to mitigate the COVID-19 instigated disruptions. To ensure inclusiveness during future pandemics, there is a need to pay attention to the forms of digital technologies that students have access to (e.g., mobile phones, laptops, as well as applications they are using) in their areas. The article reports the use of multiple applications platforms to circumvent digital divide and help accommodate students who were not able to access the conventional institutional learning management systems. Using a qualitative exploratory research method, the study used the Universal Design for Learning framework to guide the synchronous use of multiple applications. A total of 165 pre-service teachers participated and completed the Google form surveys and 20 volunteered to participate in a focus group discussion. Conversation analysis was used to study the participants' interaction. The results indicated that using multiple online platforms reduced the online learning barriers caused by connectivity challenges and lack of technology tools and resources. Pre-service teachers revealed that the use of multiple platform intervention enabled them to make choices on what works better and was cost effective for them. They further indicated that this further reduced their anxiety caused by feeling isolated and left behind. The researchers recommend educators to explore digital tools that students have and are comfortable to work with, bearing in mind the diverse background of students.

Learning Management System for Greater Learner Engagement in Higher Education—A Review

Online education helped resume learning that had come to a momentary and uncertain pause with the onset of COVID-19 pandemic across the globe. Since then, learning in many educational institutions continued through synchronous and asynchronous modes, with teaching being undertaken remotely on digital platforms. In this large-scale migration towards online mode of curriculum delivery induced by the pandemic, the institutional learning management system (LMS) had a critical role to play in ensuring uninterrupted learning and student engagement. By drawing heavily from extant works, learnings from MOOC platforms, observations from the LMS applications in corporate training, the present article synthesis the extant literature on how the effective use of LMS can make the learning process interactive, student centric, catering to the needs of diverse learners in higher education.

Still Open During the Covid-19 Lockdown: An Analysis of Online Students’ Engagement with the Virtual Campus

The global pandemic caused by the Covid-19 outbreak and the subsequent mandatory lockdown made university students spend more time at home, changing their daily habits including studying, as a consequence of the forced self-confinement. In this article we describe the changes observed in the connection patterns to the institutional learning management system of the students enrolled in a Spanish online university during the lockdown. Our results show that the students were more likely to connect to the virtual campus, they did so more evenly over the days of the week, and more concentrated in a few hours in the central part of the days. Interestingly, the changes in students’ connection patterns were not associated with their socio-demographic characteristics, although they were affected by their academic trajectory and their academic enrolment.

Rapid Orientation of Students for Emergency Remote Learning during the Covid‑19 Lockdown

In response to the spread of the Covid‑19 pandemic, the President of South Africa declared a national lockdown that commenced on 27 March 2020. This posed numerous challenges to the higher education sector, one of which was the preparation of students forced to stay at home to be able to study remotely under unique and often unfavourable circumstances. This article outlines and reflects on the conceptualisation, development, and implementation of an online orientation programme aimed at preparing students to rapidly move to emergency remote learning as a result of a nationwide lockdown. Teaching and Learning Centre staff in the Faculty of Commerce, Law and Management at a South African university rapidly created a short online orientation programme in the institutional Learning Management System, using Salmon’s five-stage model as a conceptual framework. The objective was to enable students to acquire the skills and knowledge required for continuing with the university academic programme from 20 April 2020 via emergency remote learning. The orientation programme covered the priority areas of how to get started in emergency remote learning, broad study skills, how to use the required technologies for learning, and managing personal well‑being during social isolation and emergency remote learning. In this article, the conceptualisation and development of the orientation programme is analysed, before reflecting on its implementation, challenges, mitigating measures, and lessons learned. Feedback from students indicates that the majority of students felt more prepared for continuing the academic programme, although they still reported feeling anxious about the many uncertainties. The intervention emerges as a useful strategy for helping students transition during a crisis and contributes to the understanding of how to prepare students for rapid transition to Emergency Remote Learning.

Learning pains: practical considerations in migrating exercise physiology labs to a virtual environment during the COVID‐19 pandemic

The COVID‐19 pandemic provided an unprecedented challenge for physiology instructors as previously in‐person course offerings were required to migrate to a virtual environment. In particular, the migration of exercise physiology labs, which included anaerobic and aerobic exercise tests, posed a considerable hurdle in attempting to provide a practical and engaging lab environment fully online. Using a qualitative case‐study design, this presentation will highlight the experience of migrating exercise physiology labs into a virtual post‐secondary course context. In Fall 2020, approximately 200 Kinesiology students attended a virtual second‐year exercise physiology course, which included four previously in‐person, bi‐weekly labs. Labs were rapidly migrated onto an open access platform for integration into the existing institutional learning management system. Students completed bi‐weekly labs in lab groups of 20‐25 students, led by a Teaching Assistant (TA), with students working in small breakout groups of 4‐5 students to complete the virtual lab as a group using a collaborative workspace. Following the breakouts, students would rejoin their peers in the main group for a post‐lab discussion period to discuss lab report questions with the TA. After the lab, students completed a content quiz which included a responsive question: “What did you like about the lab? What do you feel could be improved about the lab?” Given the importance of considering students as partners in course development, responses from students were considered in refinement of future virtual labs throughout the term. Responses were analyzed using qualitative coding for positive/neutral/negative responses, and general themes emerged for each lab. Briefly, main themes for improvement included: increased organization and instruction for navigating the virtual lab, more contact with the TA in breakout rooms, improving engagement between members of breakout groups, and enhancements to the virtual lab components. Positive themes included: students enjoying breakout room opportunities to connect with peers, TA support especially in the post‐lab discussion period, and additional cues added to the virtual lab. Finally, student responses became increasingly positive from the first lab to fourth lab, with students noting their appreciation for being a part of the refinement process. Overall, this presentation, detailing the practical considerations of migrating labs to a virtual environment, will benefit future exercise physiology instructors in pursuing successful virtual lab delivery.

Design of a Didactical Activity for the Analysis of Uncertainties in Thermography through the Use of Robust Statistics as Teacher-Oriented Approach

The thermography as a methodology to quantitative data acquisition is not usually addressed in the degrees of university programs. The present manuscript proposes a novel approach for the acquisition of advanced competences in engineering courses associated with the use of thermographic images via free/open-source software solutions. This strategy is established from a research based on the statistical and three-dimensional visualization techniques over thermographic imagery to improve the interpretation and comprehension of the different sources of error affecting the measurements and, thereby, the conclusions and analysis arising from them. The novelty is focused on the detection of non-normalities in thermographic images, which is illustrates in the experimental section. Additionally, the specific workflow for the generation of learning material related with this aim is raised for asynchronous and e-learning programs. These virtual materials can be easily deployed in an institutional learning management system, allowing the students to work with the models by means of free/open-source solutions easily. Subsequently, the present approach will give new tools to improve the application of professional techniques, will improve the students’ critical sense to know how to interpret the uncertainties in thermography using a single thermographic image, therefore they will be better prepared to face future challenges with more critical thinking.

Self-Reported Effectiveness of e-Learning Classes during COVID-19 Pandemic: A Nation-Wide Survey of Pakistani Undergraduate Dentistry Students.

Objectives The main aim of this study was to determine the undergraduate dental students’ self-reported effectiveness of online classes offered by various dental institutes of Pakistan. Materials and Methods A cross-sectional study was conducted using an online survey. A pretested and validated questionnaire comprising of 31 questions was circulated among dental students. The study participants were inquired about the perceived level of accessibility of resources and the effectiveness of online teaching. The data was analyzed using SPSS version 24. Mann–Whitney U test and Kruskal–Wallis test were used for statistical analysis at p ≤0.05. Results A total of 1,207 students from all over Pakistan responded. The majority of students was dissatisfied with the institutional learning management system and quality of learning resources available. Students were also dissatisfied with the level of training of teachers for online lectures. The worst rating was reported for questions related to the effectiveness of online classes (average rating: 3.83 and 3.781/5). First-year students reported poor interaction with teachers ( p < 0.001) and strongly disagreed with the effectiveness of online classes (mean rating: 4.14 ± 0.935). Conclusions The results from the present survey showed that dental students of Pakistan unanimously voiced dissatisfaction toward various elements of online teaching sessions. Findings from this survey will aid the academic institutes to establish proficient learning platforms focused on improving students` learning experience.

Using the LMS for Exam Wrapper Feedback to Prompt Metacognitive Awareness in Large Courses

Exam wrappers, a reflective exercise completed after an exam, are designed to help foster students’ metacognition and self-regulation. Typical exam wrappers ask students how they studied, what they missed and why, and how they would change their study behaviors to improve on the next exam. In small classes, exam wrappers can be administered as paper documents, with instructors providing feedback in writing or through one-on-one appointments. In large classes, however, this approach can be unrealistically time-consuming. In this paper, we describe the design and use in a large introductory chemistry course of an online exam wrapper administered using our institutional learning management system’s test tool. This tool allows the instructor to provide automated, targeted feedback based on students’ responses. We analyzed the effect of this tool on students’ course outcomes and on their metacognitive awareness as measured by the Metacognitive Awareness Inventory (MAI). For first-year students, despite low completion rates of the wrapper, course grade was significantly related to exam wrapper use, independent of several academic variables. MAI scores were not related to exam wrapper use. In this paper, we discuss the effect of multiple metacognitive awareness opportunities provided by the instructor, including the exam wrapper, on students’ performance in the chemistry course. In large courses such as this, the success of this online exam wrapper may depend on providing both incentives for students to complete it and additional support for students to develop the metacognitive awareness to appreciate its value.

Digital technologies in support of students learning in Higher Education: literature review

Digital technologies are an integral part of Higher Education teaching, revealing a set of technologies chosen to integrate formal learning contexts, and therefore being used by students in support of learning. This paper presents a literature review mapping the digital technologies set for higher education students to use in formal education contexts, over the last five years between 2012 and 2017. Results show a pattern of technologies reflecting teacher’s choice for methods combining face-to-face and at distance learning, frequently in relation to the adoption of flipped classroom methods. Mapping the digital technologies used by students, showed a pattern of three most used in a total of nine types identified. Institutional Learning Management Systems mainly support a wider access to information and learning materials, followed by technologies that promote publishing and sharing content related to class activities, and a broad range of technologies categorized under ICTs. The overall impact of use of technologies in students learning process and outcomes revealed to be positive, used with the intention to promote students’ active engagement and participation in the learning process inside and outside the classroom walls. The data also revealed digital technologies to support more transmissive ways of teaching, facilitating students individually to Access, share and publish information, and significantly lesser used to promote collaborative and cooperative learning.

Library-Authored Web Content and the Need for Content Strategy

Increasingly sophisticated content management systems (CMS) allow librarians to publish content via the web and within the private domain of institutional learning management systems. “Libraries as publishers” may bring to mind roles in scholarly communication and open scholarship, but the authors argue that libraries’ self-publishing dates to the first “pathfinder” handout and continues today via commonly used, feature-rich applications such as WordPress, Drupal, LibGuides, and Canvas. Although this technology can reduce costly development overhead, it also poses significant challenges. These tools can inadvertently be used to create more noise than signal, potentially alienating the very audiences we hope to reach. No CMS can, by itself, address the fact that authoring, editing, and publishing quality content is both a situated expertise and a significant, ongoing demand on staff time. This article will review library use of CMS applications, outline challenges inherent in their use, and discuss the advantages of embracing content strategy.

Development of a Web-based Curriculum to Prepare Diagnostic Radiology Residents during Post-Graduate Year 1 by Promoting Learning via Spaced Repetition and Interim Testing: If You Build It, Will They Come?

The purpose of this pilot project was to determine the feasibility of creating a single web-based resource to allow independent study for pre-radiology interns during their first post-graduate year of training, and to measure intern use of and satisfaction with this resource. A web-based curriculum, based on the principles of spaced learning and interim testing, was created and housed on an institutional learning management system. The curriculum consisted of narrated, interactive learning modules, electronic flashcards, and quizzes. We monitored the use of this curriculum by six pre-radiology interns. Surveys were completed to assess resident satisfaction. 73% of the total learning modules were completed. Of the completed modules, 90% were completed in either the first or the last three months of the study. The total hours spent reviewing the flashcards during the entire study period ranged from <1 to 7 hours. 67% of the quizzes were completed. Survey results showed that the learners perceived the course as a useful resource and reported high satisfaction with the curriculum. Creating a web-based curriculum capable of monitoring intern use is feasible. There was variable use of the different components of the curriculum with clear clustering of use at the beginning and end of the study period. The users perceived the course as a useful resource and reported high satisfaction with the curriculum.

Digital Literacy in Higher Education: A Case Study of Student Engagement with E-Tutorials Using Blended Learning

Aim/Purpose: This paper reports on a case study project which had three goals; to develop a suite of original interactive digital skills e-tutorials to be embedded in undergraduate and postgraduate courses; to evaluate the students’ experience and engagement with the e-tutorials over one semester; and to explore their general attitudes towards online and blended learning. Background: Online and blended learning modes continue to grow in popularity in higher education, with the aim of streamlining and enhancing student learning, supporting collaboration and creativity, and equipping students with the skills they will require to work and live in an increasingly digitized world. This practice-based case study highlights factors which positively and negatively affect user engagement with digital learning objects and explores students’ perceptions of the role of online learning within their academic programs. Methodology: A suite of nine interactive e-tutorials, addressing essential digital literacy skills for university students, was developed through instructor and student peer collaboration using Articulate software, informed by best practice. The e-tutorials were embedded in the institutional Learning Management System for three undergraduate and postgraduate courses, in which digital literacy formed the core learning content, to complement classroom-based learning. Students in these courses were surveyed via SurveyMonkey about their specific experience of using the e-tutorials, as well as their general perceptions of digital literacy and online learning. Eighty-six students in total completed the questionnaire, which consisted of twenty-three closed- and open-ended questions. Contribution: Through highlighting both the positive and the challenging aspects of the students’ reported experience of online learning, this case study contributes useful insights to the body of literature on user engagement with digital learning objects in higher education, as well as students’ perceptions and experience of blended learning. Findings: The e-tutorials were perceived as valuable in reinforcing classroom learning, allowing respondents to revise concepts and materials covered in face-to-face classes, at their own pace and in their own time. Survey responses showed that the accessibility, ease-of-use, design and duration of the e-tutorials were deemed effective in terms of user engagement; however, several technological challenges were identified, such as browser incompatibility, uneven sound quality and general Internet connection issues, which disrupted their learning. Overall, students expressed enjoyment of the learning facilitated by the e-tutorials; however, rather than favoring online learning alone, they expressed a preference for a blended learning environment, with a combination of complementary learning approaches; survey respondents did not generally wish to forego face-to-face classes entirely. Recommendations for Practitioners: Instructors should seek to strategically embed interactive digital learning objects in their courses at defined points of need in a logical structure, e.g., to reinforce classroom-based learning, or to support specific skill development. Potential disruption to learning should be minimized by following best practice guidelines to ensure ease of access, a seamless user experience, and timely feedback, as well as providing adequate support for rapid resolution of technical glitches. Recommendation for Researchers: E-tutorials offer a useful means of exploring ways in which students acquire learning in the digital environment. A wider, collaborative exploration is needed to provide comparative studies which move beyond case studies. Impact on Society: Online learning mechanisms, such as e-tutorials, offer students different means of acquiring essential literacy skills and different ways to interact with content. E-tutorials constitute reusable learning objects, which can be accessed as just-in-time delivery modes, when students perceive they need to review particular skills or reinforce learning material. Future Research: This research is now expanding into different types of reusable learning objects. E-tutorials may be developed in multiple ways, and comparative research around e-tutorial models will deepen our understanding of how students interact with content in formal learning contexts. As the digital educational landscape continues to expand alongside traditional face-to-face and analogue learning modes, a key research focus will be student and instructor perceptions and experience of blended learning in different contexts.

We May Be Teaching Information Literacy, but Are the Design First Year Students Actually Getting It?

The purpose of this study was to examine the outcomes of information literacy instruction for the Design first year students at the Temasek Polytechnic Library. Also of interest was whether or not the librarian was being seen as easily approachable, and if the students were deeming the lessons to be worthwhile. A participant action research approach was used, with the data being collected from multiple choice tests delivered via the institutional learning management system, group exercises, and a diagnostic assessment that was delivered before the workshops. It was found that the students did see the librarian as someone who was eminently approachable, and the majority of them found the lessons to be of value. It was concluded that the use of a diagnostic tool can be very useful in highlighting the gaps in students' knowledge, and that it would be beneficial to use it for all information literacy instruction at TP. Suggested future research could include a study of how much the students retain of IL skills into their third year of study.

Students’ attitudes towards online pre-laboratory exercises for a physics extended curriculum programme

ABSTRACT Background: Students’ well preparedness for laboratory sessions is of importance for a number of reasons including them being able to engage in and learn from the session and in acquiring the necessary laboratory skills needed for the scientific community and for possible further work in industry. To enhance the preparedness of the students an online environment was designed, developed and implemented in a structured logical manner. Purpose: The purpose of this exploratory study is to investigate student perceptions in a Science Extended Curriculum Program (ECP) of both the traditional pen and paper method they used in 2016, and the new online resource method they used in 2017 to better prepare them for Physics laboratories, and to compare the two methods. Sample: N = 51 students from a first-year Extended Curriculum Programme in physics at a South African university voluntarily participated in this study. Design and methods: The research was conducted using two non-standardised structured questionnaires where the enrolled ECP students were asked both open-ended – and closed questions (using a Likert response scale). Google Forms using graphs assessed these responses. An additional source of data was iKamva/Sakai which is the University of Western Cape’s institutional Learning Management (LMS) system, which allowed for detailed information regarding online activities. Results: Four main research questions focussing on preparedness, time spent, lab activities and online resources were identified. Findings from these suggest that an introduction of an online environment positively affected the students’ perceptions of the online environment for pre-laboratory preparation in comparison with using traditional pen and paper. Conclusions: The present study has successfully managed to both reveal that the introduction of online environment for Physics laboratories brought about some positive benefits as perceived by the students, as well as fruitful avenues for future research. While more work is needed, in terms of research and continuing evaluation of eLearning in Physics education, there is reason to be positive in terms of renewed emphasis to add blended learning within the broader Physics learning and teaching communities.