VLE a blessing or a curse: VLE use by HE Academic Staff

Abstract

This study makes use of qualitative and quantitative methods to explore how a Virtual Learning Environment (VLE) can be supported in a Higher Education setting. Data analysis showed that holistic support strategies were capable of targeting larger groups of teachers effectively via staff development workshops and strategies. School-wide mechanisms were embedded establishing a ‘standard’ for the VLE. Once adoption of the VLE across the school had reached its peak, course teams required bespoke and specialised support. This required revisiting the (formative and summative) assessment techniques in module specifications to incorporate this use of the VLE. In conclusion, use of the VLE has levelled after the ‘peak’, individualised support is critical to maintain progression and benefit of the VLE which can be done through short-term strategies. The skill-set of those providing the support evolved from technical expertise to one that incorporates a good understanding of relative pedagogy