An evaluation of deep learning achieved by students studying environmental science modules using the Wolverhampton Online Learning Framework (WOLF)
Cast your vote
You can rate an item by clicking the amount of stars they wish to award to this item.
When enough users have cast their vote on this item, the average rating will also be shown.
Your vote was cast
Thank you for your feedback
Thank you for your feedback
MetadataShow full item record
AbstractThe Division of Environmental and Analytical Sciences uses the Wolverhampton Online Learning Framework (WOLF) for part of its module delivery programme at all 3 levels within all Awards. This initiative followed from the mission statement that the University of Wolverhampton is committed to broadening access to the widest range of students capable of succeeding in higher education. It is however difficult to assess the level of success achieved by WOLF-based modules in terms of the student’s true understanding of module concepts, although end-of-module evaluation forms completed by students have allowed some feedback on satisfaction of the way in which modules use WOLF. There has been limited information available on specific learning and teaching issues that might help guide the style of module delivery using the WOLF system. Indeed if WOLF-based modules are intended to be an alternative form of delivery for modules that are delivered by conventional methods, evaluations for the level of true understanding achieved by students (whatever their chosen platform for studying the module) would be very useful information to develop. The research involved canvassing the opinions of students on modules that are committed to the use of WOLF as part of the module delivery. Tracking facilities within the administrator’s role on WOLF gives feedback on the amount of time students spend on WOLF pages. However it is not possible to evaluate the level of learning or understanding that has been achieved by students from tracking statistics alone. There are therefore 3 main aims for this research: 1. To evaluate the level of deep learning achieved by students studying environmental science students who have accessed the modules via WOLF. 2. To study the quality and style of approaches to learning adopted by students that have accessed modules through WOLF. 3. To assess the effectiveness of module delivery by utilising WOLF.
CitationCELT Learning and Teaching Projects 2001/02
PublisherUniversity of Wolverhampton
TypeChapter in book
DescriptionReport of a CELT project on supporting students through innovation and research
Showing items related by title, author, creator and subject.
Widening Participation: A Virtual Approach to F.E. CollaborationMcConville, Sally A. (University of Wolverhampton, 2005)Discusses 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.
Traditional learning versus technology based learning (TBL) - an evaluation of the effectiveness of the Wolverhampton Online Learning Framework (WOLF)Protheroe, Roy; Hill, David J. (University of Wolverhampton, 2003)
Management of e-learners: some implications for practitionersSingh, Gurmak (University of Wolverhampton, 2002)Information technologies have played a leading role in supporting many recent changes in teaching and learning approaches in Higher Education. Contemporary innovation finds information technology (IT) at the heart of Higher Education transformation. The opportunities afforded by these learning technologies are well documented in popular academic literature. They point to new applications of the latest communication technologies. However, they also bring with them a host of new questions and challenges. The management of e-learners is likely to be part of a more far-reaching organisational change. Where learning technologies are introduced, a layer of technical complexity is added. The redesign of business processes and structures is far from simple ‘technical’ matter. It involves significant social redesign. The extent to which enabling technology has driven the shift towards learner-centred learning in all educational contexts is a matter of debate. As the century turns, establishing the acceptance, let alone the effectiveness and quality of technology-mediated learning, is still seriously problematic (Salmon, 1999). However, the suitability of information and communication technology (ICT) as a means of encouraging self-directed learning is not in doubt, nor that the role of the tutor is changing to ‘guide on the side’: a facilitator not transmitter, of information (Marchmont, 2000). This paper reports findings of a single case study at Wolverhampton Business School. Qualitative data was collected through structured and unstructured interviews with learners and tutors on Business Administration Award. A total of 20 learners and 5 tutors form the basis of the findings.