More and more universities and schools are choosing to use Virtual Learning Environments, or “VLE”. (For those uninitiated on what these are; virtual learning environment platforms deliver learning materials to their students via the Internet. The main famous examples include Open University, Coursera and Google Classroom)
With this increasing demand in Virtual Learning Environments for teachers, we need to be weary, especially as the industry is always changing, due to how quickly technology itself is changing. Many teachers are coming up with inventive means of using VLEs, which in theory are a good way to engage with your students; they enhance the construction and reconstruction of knowledge as well as the formation of habits and attitudes, all within a framework which is increasingly common in both our personal and professional lives, the Internet!
However, as it is such a recent area of education, many studies are still investigating whether students are benefitting (in real terms) from this shifting learning landscape. The Polytechnic Institute of Bragança and the University of Minho recently conducted one such study – with the aim to find a quantifiable correlation between the use of virtual learning environments for students and those students’ performance.
Using a sample size of 6347 students, researchers investigated relations between the number of accesses to the VLE and students’ performance (quantified through 3 numerical results: the number of course units the student passed or failed, the total number of units they were registered for, and the mean of the marks they obtained).
The main findings from the report:
- The number of accesses to the VLE were diverse, ranging from 0 to 1532 per student
- There is a positive moderate correlation (0.6) between the number of accesses and the number of course units passed (i.e. The more a student accessed the VLE, the more likely they were to pass)
- However, for those that didn’t pass, there was a very low negative correlation between the number of accesses and their mean marks.
Separating the 6347 students into 5 percentile groups, based on the number of accesses to the VLE, also yields interesting results; for example, the higher the mean of the group’s accesses to the VLE, the higher:
- The number of course units in which the student is registered
- The number of units they passed
- The percentage of units they passed relative to the units they are registered in
- The percentage of course units the student passed.
It was also found that the higher the mean of the group’s accesses, the lower the percentage of students who failed all the course units is.
In must be noted that these results cannot be over-generalised, as the sample concerns only one higher education institution. However, these results show almost unanimously the positive correlation between VLE use and performance.
Read the full report here.