Action research report James Parmenter
How learners found using the virtual learning environment, and was it useful as a self-learning medium
James Parmenter
May 2013
Abstract
Homework and self-study can be difficult for the facilitator to assess, in that the delivery material and the type of material is correct in its content and in its volume. The purpose of this study was to investigate the learner’s use of the virtual learning environment “Moodle”, is it being used and did the learner’s find it helpful in their self-study.
How was the use of the virtual learning environment and the academic progress and summative achievement affected, in the use of the virtual learning environment in self-study?
Results demonstrated that as the learner’s got used to using the “Moodle” online self-study files over the duration of the course, they began to see and gain the benefits of the of the online self-study environment. The findings have helped me to improve in my facilitating skills both in the classroom and in the “Moodle” online self-study environment. I feel confident now because of this study, that I have gained insight and experience that will help me go forward both in my professional development as a teacher, and in that the future learners using the virtual learning environment in self-study will have a better experience because of this study.
Contents
Abstract ……………………………………………………………...……
2
Introduction …………………………………………………...…………..
4
Literature Review …………………………………………....…………..
7
Methodology …………………………………………………….............
9
Findings ……………………………………………….…………………..
11
Conclusions and Recommendations …………………………………..
18
Reflection …………………………………………………...…………….
20
References ……………………………………………………………….
22
Bibliography ………………………………...…………………………….
24
Introduction
The context of this research came about due to my new role as course manager of a new City & Guilds level three full time plumbing qualifications 6035-03. The qualification criteria set out
James Parmenter
May 2013
Abstract
Homework and self-study can be difficult for the facilitator to assess, in that the delivery material and the type of material is correct in its content and in its volume. The purpose of this study was to investigate the learner’s use of the virtual learning environment “Moodle”, is it being used and did the learner’s find it helpful in their self-study.
How was the use of the virtual learning environment and the academic progress and summative achievement affected, in the use of the virtual learning environment in self-study?
Results demonstrated that as the learner’s got used to using the “Moodle” online self-study files over the duration of the course, they began to see and gain the benefits of the of the online self-study environment. The findings have helped me to improve in my facilitating skills both in the classroom and in the “Moodle” online self-study environment. I feel confident now because of this study, that I have gained insight and experience that will help me go forward both in my professional development as a teacher, and in that the future learners using the virtual learning environment in self-study will have a better experience because of this study.
Contents
Abstract ……………………………………………………………...……
2
Introduction …………………………………………………...…………..
4
Literature Review …………………………………………....…………..
7
Methodology …………………………………………………….............
9
Findings ……………………………………………….…………………..
11
Conclusions and Recommendations …………………………………..
18
Reflection …………………………………………………...…………….
20
References ……………………………………………………………….
22
Bibliography ………………………………...…………………………….
24
Introduction
The context of this research came about due to my new role as course manager of a new City & Guilds level three full time plumbing qualifications 6035-03. The qualification criteria set out
References: Convery, A. (2009). "The pedagogy of the impressed: how teachers become victims of technology vision." Teachers and Teaching 15(1): 25-41. Elgort, I. (2005). E-learning adoption: Bridging the chasm. Proceedings of ASCILITE’2005, Brisbane, Australia. Evans, P. B., and Wurster, T. S. "Strategy and the New Economics of Information," Harvard Business Review (75:5), 1997, pp. 70-93. Gonzalez, C. (2009). "Conceptions of, and approaches to, teaching online: a study of lecturers teaching postgraduate distance courses." Higher Education 57(3): 299-314. Lenzner, R., and Johnson, S. S. "Seeing Things as They Really Are," Forbes Magazine (159:5), 1997, pp. 122-129. McCormick, J. "The New School," Newsweek (135:17), 2000, pp. 60-62. Petty, G. (2004) Teaching Today. 3rd ed. Cheltenham: Stanley Thornes publishers Ltd. McKimm, J., Jollie, C., Cantillonuckman, P. (2003). Web Based Learning. [online] Available from: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1125774/ [Accessed 06 May 2013]. Tummons, J. (2007) Assessing learning in the Lifelong Learning Sector. 2nd ed. Trowbridge: Cromwell Press Group. Brookfield, S. (1995) Becoming a Critically Reflective Teacher,1st ed. San Francisco: Jossey-Bass Curzon, L.B