Accessibility and use of VLEs by students in further education

Abstract

The research examines further education (FE) students’ engagement with virtual learning environments (VLEs) and, in particular, the barriers that may affect the students’ access and use of Moodle. To date, existing research related to VLEs has been conducted primarily within higher education (HE) contexts. In contrast, this study explores the views of both students and teachers in an FE college in England and aims to provide insights into the factors which impact FE learners’ participation in online learning through a VLE. The outcomes of this study indicate that the course design, which is understood as a process, had the most significant effect on the students’ engagement with the VLE, and specifically: (1) its pedagogical focus, (2) the VLE programmes’ accessibility characteristics, and (3) the consideration for students’ individual needs, circumstances and expectations. To address the identified issues, recommendations are provided for teacher training and a strategic approach towards the VLE use. The findings and the associated suggestions may be of value to a wide FE context.

Keywords:

• VLE
• further education
• course design
• accessibility
• online learning

Acknowledgement

The author would like to thank Kaska Porayska-Pomsta (UCL Institute of Education) for the invaluable support and guidance throughout the research.

Notes

1. Office for Standards in Education, Children’s Services and Skills in the UK.