STUDENTS EXPERIENCE OF VIRTUAL LEARNING ENVIRONMENTS FOR BLENDED LEARNING

Email: n.ticheler@londonmet.ac.uk Microsite: http://ticheler.blogspot.com Twitter: nvticheler

BACKGROUND INFORMATION

New University, Institution-Wide Language Programme

Arabic, English, French, German, Italian, Japanese, Mandarin Chinese, Portuguese and Spanish

1 module = 1 semester = 15 credits at undergraduate level

3 hours per week for 12 weeks, supplemented by self-study on the VLE

Constrained environment: institutional policies (blended learning, use of the VLE,

systematic use of the Epack web-based materials before the introduction of the VLE, culture / context of the institution

RATIONALE AND CONTRIBUTION TO KNOWLEDGE

Blended Learning policy at institutional level, Learning and Teaching Framework, e-learning policy, use of the Blackboard VLE (Weblearn) No formal mechanism to collect students feedback on the VLE, apart from standard university module questionnaires Quality of the students learning experience, student feedback Need for informed and reflective practice for researcher and colleagues, monitoring and evaluation of programmes, sharing good practice, contribution to staff development, why choosing beginners of French Previous research: institutions, particular aspects of VLEs, technologies other than VLEs, different contexts such as distance learning, other subjects. This research is about the Blackboard VLE for blended learning and Modern Foreign Languages. Also, importance of researching languages in a globalised society Research conducted by a practitioner, shared with practitioners and beyond, possibility to replicate of expand the study Educational discourse, technology-enhanced learning, digital literacies, independent learning and autonomy / Findings of this research: students preference to be guided by lecturers, lecturers role Implications for pedagogical practices, including staff development (currently and in the future, formally and informally) Contribution to process of dissemination already engaged (presentations, publications and participation to staff development sessions

RESEARCH QUESTIONS

How do beginners and post-beginners of French use the VLE at the targeted institution? Why? What is their attitude towards it? Why? Do their level (beginners of post-beginners), status (undergraduate, post-graduate, external student etc...) or lecturer have an impact on their experience of the VLE? Rationale for these questions

THEORETICAL CONSIDERATIONS
4 elements of research Crotty (2003:3) epistemology a way of understanding and explaining how we know what we know and the theory of knowledge embedded in the theoretical perspective and thereby in the methodology My research epistemology: constructionist principles There is no objective truth waiting for us to discover it. Truth or meaning comes into existence in and out of our engagement with the realities in our world [] in this understanding of the knowledge, it is clear that different people may construct meaning in different ways, even in relation to the same phenomenon (Crotty 2003: 8&9)

theoretical perspective the philosophical stance informing the methodology methodology the strategy, action plan, process or design lying behind the choice of particular methods

theoretical perspective a combined interpretivist and post-positivist approach

methodology phenomenology A phenomenological study describes the meaning for several individuals of their lived experiences of a concept or a phenomenon. Phenomenologists focus on describing what all participants have in common as they experience a phenomenon. (Creswell 2007:57) methods mixed-method approach combining a qualitative and quantitative treatment of data student self-completion questionnaires (with closed and open questions), follow-up interviews (semi-directed)

methods or data collection tools the techniques or procedures used to gather and analyse data

DATA COLLECTION TOOLS AND ANALYSIS

A clear focus on students A mixed approach to research, with a combined qualitative and quantitative treatment of data SPSS Analysis of open questions and interview data What worked / did not work Data collection tools 96 self-completion questionnaires (closed and open questions) 6 follow-up interviews Sampling All the beginners and post-beginners of French, minus absentees and those who opted out

EMERGING THEMES
Impact on pedagogical practices Garrison & Anderson (2003) Garrison & Vaughan (2008) Garrison (2011)

Normalisation of technologies Bax (2003, 2006 & 2011) Chambers & Bax (2006) Notion of digital literacies in our daily lives, in formal learning contexts and students habits Ellis & Goodyear (2010) Models of learning / Need for progression in steps and for scaffolding Five-stage framework (Salmon 2002) & Model of Teaching and Learning Online (Salmon 2011) Developmental model of effective e-learning (Sharpe & Beetham 2010) Laurillard (2002, 2008 & 2012) Need to guide students Ellis & Goodyear (2010) Littlejohn & Pegler (2007) Tammelin et al (2008 & 2011) Walker et al (2010) Students attitudes, views and behaviour but also lecturers beliefs, practices and pedagogical skills .... + context of the study More information on findings available on http://ticheler.blogspot.com