Evolving e-learning : Contributions and evaluations of the learning blend for higher education

This thesis addresses research on the introduction, use and effectiveness of Virtual Learning Environments (VLEs), learning resource supports and experiences of applying these as blended learning supports for modules and programmes in universities. The author's five selected papers, which span seven years, address these perspectives and outline experiences of how student feedback can inform design of the learning blend and the effects on student learning experiences in business higher education. The papers relate to linked strands of enquiry within the set of publications, namely: Web-based Learning Supports for Higher Education; Web-based administrative supports and Infrastructure Issues for Higher Education; Developing e-resources for Higher Education Virtual Learning Environments (VLEs); Use of e-Learning resources and VLEs to support action learning for postgraduate students in Higher Education; Developing models to evaluate Student Satisfaction. The contribution to knowledge consists of a foundation for understanding new skills and competences for digital supports as they contribute to blended learning environments and in their support of different learning approaches and for a range of historical approaches that evolve to currently used methods in strategy, design; infrastructure; student feedback/assessment issues. Also evaluations undertaken in support of the papers demonstrate how academics and students behave, relate and learn in digital media, including resource provision and perspectives on how instructors' can promote blended, problem-based and action learning. The papers present the development of a series of evaluation models that have proven to be robust in terms of adapting to changes in the support of VLEs, the differing blends and the approaches to learning. The models are flexible enough to incorporate the variable elements of a full range of philosophical stances to evaluations, where necessity requires.

Name dc:type.qualificationname

phd

Level dc:type.qualificationlevel

doctoral

Grantor dc:publisher.institution

Liverpool John Moores University

Year dc:date.issued

2008

Author dc:creator

• McClelland, R J

• LB Theory and practice of education
• LB2300 Higher Education
• QA76 Computer software

DOI dc:identifier.doi

https://doi.org/10.24377/LJMU.t.00005922

OAI identifier oai:identifier

oai:researchonline.ljmu.ac.uk:5922