Traditional learning versus technology based learning (TBL) - an evaluation of the effectiveness of the Wolverhampton Online Learning Framework (WOLF)
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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.
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.
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.