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AuthorsMcConville, Sally A.
MetadataShow full item record
AbstractDiscusses a programme specifically designed for use by students undertaking Access to Nursing courses at local colleges of further education in Wolverhampton. Students access the Wolverhampton On-Line Learning Framework (WOLF) site using guest status to log on to and engage with a selection of exciting, interactive learning activities related to nursing and linked to modules studied during the first year pre-registration training.
CitationLearning and Teaching Projects 2004/05
PublisherUniversity of Wolverhampton
TypeChapter in book
DescriptionReport of a CELT project on enhancing learning and teaching through innovation and research.
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To interact or not to interact, that is the question: an analysis of student engagement with on-line learning activities in WOLFDale, Crispin; Lane, Andrew M.; Horrell, Andrew (University of Wolverhampton, 2005)Engagement with Wolverhampton On-line Learning Framework (WOLF) by both staff and students is a key strategic priority of the University with the aim to develop the interactive learning environment so that by 2005 the majority of technology-based learning undertaken by learners will involve them in active participation in on-line activities in a media-rich environment. However, current practice within the School of Sports, Performing Arts and Leisure (SSPAL) has demonstrated that even though some students choose to engage with the interactive learning activities the majority decide not to, and are content with downloading module lectures and notes without reciprocating with the on-line activities that have been developed to assist their learning. The aim of this research project is to explore the views, opinions and experiences of students who do and do not engage with on-line learning activities using the University of Wolverhampton On-line Learning Framework (WOLF), and to use this knowledge to develop learning and teaching strategies that enhance student engagement with on-line learning activities.
Electronic delivery in law: what difference does it make to results?Migdal, Stephen; Cartwright, Martin J. (Web Journal of Current Legal Issues, 2000)This article details research which attempts to assess what effect electronic delivery of law modules has on actual student assessment performance. The authors reviewed the assessment results of students who had taken both conventionally and electronically delivered modules and compared and contrasted individual student performances in all the modules studied by them in a particular semester. As far as the authors' researches were able to ascertain this was a relatively unique piece of research as far as legal study is concerned. We found that weaker students (those who might ordinarily fail or scrape a bare pass) were achieving a mark some 10% higher than that achieved in the conventionally delivered modules; pushing those students into the lower second category - the assessment criteria for such classification demanding evidence of deep as opposed to surface learning. However there was little or no difference in the marks achieved by upper second quality students. The authors acknowledge that many factors affect the quality of assessment performance and that, whilst the article addresses some of the variables, any specific conclusions based on results alone are open to question. Furthermore, we accept the limitations of a small and narrow statistical sample and that therefore this can only be a survey rather than a controlled experiment. Nevertheless we believe that as part of the debate on the role of C & IT it has a useful role to play. Inevitably an article such as this trespasses on many pedagogical issues deserving debate which goes beyond the objectives of this discussion.
Using a virtual learning environment to develop academic writing with first year dance students: facing the challenge of writing through digital images.Andrews, Ben; Thoms, Victoria (Routledge (Taylor & Francis), 2008)This paper discusses research into the facilitation of academic writing for first year dance students using images, emails and the forum of a Virtual Learning Environment (VLE). Taking place over several weeks in the early part of the academic year and within a core module entitled Personal and Professional Development in the single honours Dance Practice and Performance degree, students were asked to contribute to a series of formative tasks implemented through the University of Wolverhampton‘s VLE entitled ‘Wolverhampton Online Learning Framework’ (WOLF). Employing an Action Research methodology and working with both Academic Literacies theorising and research into VLEs in literacy learning, early results indicate that writing in a less formal collaborative space provides an important preliminary setting for introducing formal academic writing.