Introducing a VLE into campus-based undergraduate teaching: Staff perspectives on its impact on teaching |
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| Institution: | 1. Department of Library and Information Science, National Taiwan University, No. 1, Sec. 4, Roosevelt Road, Taipei 10617, Taiwan;2. School of Information, University of Michigan, Ann Arbor, MI, USA;3. Department of Mechanical Engineering and Institute of Industrial Engineering, National Taiwan University, No. 1, Sec. 4, Roosevelt Road, Taipei 10617, Taiwan;1. The Royal''s Institute of Mental Health Research, University of Ottawa, Canada;2. Department of Neurology, The Johns Hopkins University School of Medicine, 5501 Hopkins Bayview Circle, Baltimore, MD, 21209, USA;3. Department of Cellular and Molecular Medicine, University of Ottawa, Ottawa Ontario Canada;4. Department of Psychiatry and Behavioral Sciences, Johns Hopkins University School of Medicine, Baltimore, MD, USA;5. Department of Mental Health, Bloomberg School of Public Health, Baltimore, MD, USA;1. The Institute for Systems Biology, Seattle, WA, USA;2. Philosophy and Cultural Inquiry, Swinburne University, Hawthorn, Victoria, Australia;1. Fondazione Santa Lucia IRCCS, Roma, Italy;2. Dipartimento di Psicologia 39, Università degli Studi di Roma ‘La Sapienza’, Roma, Italy;3. Institute of Cognitive Neuroscience, University College London, London, UK;4. Natbrainlab, Department of Forensic and Neurodevelopmental Sciences, Institute of Psychiatry, King''s College London, London, UK;5. CNRS, UMR 7225, INSERM-UPMC UMR_S 1127, Centre de Recherche de l''Institut du Cerveau et de la Moelle épinière, Brain and Spine Institute, Paris, France;6. Auxilium Vitae, Volterra, Pisa, Italy;7. Dipartimento di Medicina dei Sistemi, Universita'' Tor Vergata, Roma, Italy |
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| Abstract: | This paper discusses the impact of the introduction of a virtual learning environment (VLE) on teaching practices within a new university in the UK, and explores the factors that have encouraged or, conversely, discouraged, the adoption of the VLE by teaching staff, from the latter's perspective. It is based on findings from the analysis of qualitative interviews with 23 members of academic staff from across four subject areas at Kingston University (KU), conducted as part of a broader research project on the use of VLEs in teaching and learning at KU (2002–2005). It reports on the areas of teaching that have been most affected by the VLE; details the specific ways in which practice has been transformed by the VLE and describes the nature of the adjustments that staff have had to make; and specifies the factors that have encouraged the adoption of a technology such as a VLE as part of teaching on undergraduate courses. |
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