The Impact of Virtual Learnings (VLEs) on Student Learning

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The topic of choice is the impact of the virtual learning environment (VLEs) on student learning. Advancement in technology has influenced computers’ increased use in accessing and addressing individual students’ background, interest, and potentials (Scott et al., 2017). Considering the concerns raised by learners, attention has shifted to diversifying learning approaches to student-based. VLEs are a designed web software system which facilitate teaching, training and learning through adaptive methods that incorporate the use of computers and their respective generated applications (Quail et al., 2016). The online learning platforms allow students and teachers to present and share ideologies and activities through interactions amongst each other (Herrera Mosquera, 2017). The current global COVID-19 pandemic contributed to selection of this topic. Many learning institutions have been forced to close their education centers and forced to adopt learning through VLEs.

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Data

For this research topic, a mixed research method will be applicable. The mixed-method will entail using quantitative and qualitative methods which apply the use of closed-ended and open-ended types of questions. The mixed approach will allow the exploration of diverse perspectives which will assist in uncovering the associations between the building blocks of the research questions. The research design will entail the use of qualitative and quantitative sources of data to validate the findings since application of both provide a stronger measure as opposed to when a single one; qualitative or quantitative is applied.

The qualitative method is important since its use during data collection provides a full description of the involved participants’ research topic. The qualitative method employs instruments such as open-ended questions, observations, field notes and exhaustive interviews. The method will therefore provide enough data concerning students’ situations and school life. Furthermore, it will create understanding about the student’s behaviors since it employs a unique data retrieval mechanism which relies on the investigator’s ability to provide descriptive and factual information (Daniel, 2016). From the definition, it is clear qualitative approach contains the relevant tools which will help in problem-solving.

The advantage of the quantitative approach is the use of statistics to save resources and data. Relying on the hypothesis tests enable the investigator to perform simple tasks which require him/her to follow clear objectives and guidelines through data replication. Furthermore, this method allows for scientific techniques to generalize and analyze data (Daniel, 2016). The stated advantages reduce the element of bias by the investigator during the process of collecting data.

The disadvantage of the qualitative method is limiting its findings to a particular group of students under study. An allowance is created to shape the study’s understanding and contribution by the investigator and the participant since they are in close working relationships. Furthermore, it gives room for replication, leading investigators to deal with fictitious statements that they fail to verify (Daniel, 2016). Replication makes the qualitative method unreliable and inconsistent when dealing with quantifiable figures.

The quantitative approach is disadvantageous since it detaches the investigator from the participants. The participants are denied the opportunity to contribute and wholly participate in the study. Furthermore, the approach fails to accommodate thinking abilities, considered creative, imaginative, and critical in its working strategies (Daniel, 2016). This failure makes the quantitative approach suitable for studying already known facts instead of assisting in unravelling and polishing the unknown and known facts.

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The appropriate tool for data collection will be online quick surveys and questionnaires. The questionnaires will be sent to the participants through VLEs links to fill and submit the duly filled forms. The quick online surveys conducted according to a five-point Likert scale administered randomly at the end of a class taken by a participant. The approach will provide an allowance for eradicating the disadvantages of both the qualitative and quantitative methods.

Research Questions and Variables

The research question contains the independent and dependent variables. The formulated research questions to study the selected topic are:

  1. Does using VLEs have an impact on the learning of student?
  2. Does employing VLEs in teaching, training and learning assist students to develop additional problem-solving skills?
  3. Does employing VLEs in teaching, training, and learning assist students in increasing their motivation to study?
  4. How do students who participate in VLEs understand how it improves their current learning ability?

The first research question seeks to explore VLEs effects on the learning activities of a student. It is embedded in the form, which creates an opportunity for interaction between the students and the teachers to share and present creative activities (Herrera Mosquera, 2017). The second and third question seeks to establish whether VLEs in teaching, training and learning help students develop independent learning skills and increase their motivation to study. They are embodied within the main goal of VLEs is motivating, easing, and provision of a learning experience, which falls beyond the class (Herrera Mosquera, 2017). The last question re-emerges from the fact which views VLEs as unattractive as they are retrieved from the student engaged dynamics of the changing world.

From the research questions, VLEs becomes the independent variable in all the four research questions since it affects other factors considered to be dependent. On the other hand, the dependent variables in the four research questions are learning of the student, problem-solving skills, motivation to study, and current learning ability since they are dependent on VLEs. Therefore, the research questions are well-framed and appropriate for conducting the research.

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Hypothesis

The testable hypothesis formed is formulated from the research question. Furthermore, the hypothesis is made up of a null (H0) and alternative hypothesis (H1). The testable hypotheses are written as follows:

Hypothesis 1

Hypothesis: Using VLEs does not have an impact on the learning of student.

Hypothesis: Using VLEs have an impact on the learning of student.

Hypothesis 2

Hypothesis: Employing VLEs in teaching, training and learning does not assist students to develop additional problem-solving skills.

Hypothesis: employing VLEs in teaching, training and learning assist students to develop additional problem-solving skills.

Hypothesis 3

Hypothesis: Employing VLEs in teaching, training and learning assist students in increasing their motivation to study.

Hypothesis: Employing VLEs in teaching, training and learning assist students in increasing their motivation to study.

Hypothesis 4

Hypothesis: Students who participate in VLEs do not understand how it improves their current learning ability.

Hypothesis: Students who participate in VLEs understand how it improves their current learning ability.

Survey Items/ Questions

The questions which will be used for this survey are:

  1. How old are you?
  2. What is your current level of education?
  3. Does your school offer computer-based education? Yes_ No_ If Yes, has your school adopted the use of VLEs during this COVID-19 period?
  4. Can you operate a computer? Have you ever heard of VLEs? Yes_ No_
  5. If Yes, what does it mean? Do you participate in VLEs during this COVID-19 period? Yes_ No_
  6. If No, briefly explain. Did your school provide you with an orientation on the VLEs operations?
  7. Did you find the performance of VLEs satisfactory? Yes_ No_
  8. What are some of the advantages received from using VLEs?
  9. What are some of the disadvantages received from using VLEs?
  10. What do you think should be improved in VLEs to enhance their efficiency?
  11. For the following statements tick appropriately with representation given as follows:
    • 1-Strongly
    • Disagree 2-Disagree
    • 3-Not Sure
    • 4-Agree
    • 5-Strongly Agree.
Statement Decision
  1. Using VLEs have an impact on the learning of student
  2. Employing VLEs in teaching, training and learning assist students to develop additional problem-solving skills
  3. Employing VLEs in teaching, training and learning assist students in increasing their motivation to study
  4. students who participate in VLEs understand how it improves their current learning ability
1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

Explanation of the Validity and Reliability of the survey

The research topic is relevant since it has come at a reasonable time when the COVID-19 pandemic is slowing the world’s activities. VLEs are more appropriate for adoption during this period of COVID-19 pandemic hence making the survey questions relevant. The survey is valid because the questions simple and easy to answer. It is reliable because it can collect both qualitative and quantitative data needed for the study. The length of the survey is standard and the questions posed are not sensitive to potential respondents; hence its reliability and validity.

References

Daniel, E. (2016). The Usefulness of Qualitative and Quantitative Approaches and Methods in Researching Problem-Solving Ability in Science Education Curriculum. Journal of Education and Practice, 7(15), 91-100. Web.

Herrera Mosquera, L. (2017). Impact of implementing a virtual learning environment (VLE) in the EFL classroom. Íkala, Revista de Lenguaje y Cultura, 22(3), 479-498. Web.

Quail, M., Brundage, S. B., Spitalnick, J., Allen, P. J., & Beilby, J. (2016). Student self-reported communication skills, knowledge and confidence across standardised patient, virtual and traditional clinical learning environments. BMC Medical Education, 16(1), 1-12. Web.

Scott, E., Soria, A., & Campo, M. (2017). Adaptive 3D virtual learning environments—A review of the literature. IEEE Transactions on Learning Technologies, 10(3), 262-276. Web.

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ChalkyPapers. (2022, August 24). The Impact of Virtual Learnings (VLEs) on Student Learning. Retrieved from https://chalkypapers.com/the-impact-of-virtual-learnings-vles-on-student-learning/

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ChalkyPapers. (2022, August 24). The Impact of Virtual Learnings (VLEs) on Student Learning. https://chalkypapers.com/the-impact-of-virtual-learnings-vles-on-student-learning/

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"The Impact of Virtual Learnings (VLEs) on Student Learning." ChalkyPapers, 24 Aug. 2022, chalkypapers.com/the-impact-of-virtual-learnings-vles-on-student-learning/.

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ChalkyPapers. (2022) 'The Impact of Virtual Learnings (VLEs) on Student Learning'. 24 August.

References

ChalkyPapers. 2022. "The Impact of Virtual Learnings (VLEs) on Student Learning." August 24, 2022. https://chalkypapers.com/the-impact-of-virtual-learnings-vles-on-student-learning/.

1. ChalkyPapers. "The Impact of Virtual Learnings (VLEs) on Student Learning." August 24, 2022. https://chalkypapers.com/the-impact-of-virtual-learnings-vles-on-student-learning/.


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ChalkyPapers. "The Impact of Virtual Learnings (VLEs) on Student Learning." August 24, 2022. https://chalkypapers.com/the-impact-of-virtual-learnings-vles-on-student-learning/.