How do diverse groups of learners in the health sciences respond to a new virtual learning environment?

Peacock, Susi and Hooper, Julie (2005) How do diverse groups of learners in the health sciences respond to a new virtual learning environment? Project Report. Queen Margaret University College, Edinburgh.


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Aims of the project In the original proposal, the stated aims of this research were to: · ‘Investigate learners' responses to their first exposure to a new learning experience in a VLE · Examine learners' attitudes to the VLE as an effective learning environment through the project · Compare and contrast attitudes to a VLE in two different physiotherapy programmes.’ Objectives of the project The main objective of the research (as stated in the original proposal) was to provide a detailed analysis into the experience of two specific and differing physiotherapy student cohorts who were new to using VLEs in the learning experience. We aimed to: · ‘Provide an overview of the literature on the use and value of VLEs in the health sciences. This will focus specifically on initial learner attitudes to Information Technology in learning · Conduct a study exploring students' reactions to, and participation in a VLE during the lifetime of the project · Identify issues in preparing students in the use of a VLE drawn from diverse groups · Evaluate the findings of the study which will: · Review students attitudes to the use of a VLE in physiotherapy programmes · Highlight individual, social and technical barriers for the meaningful implementation of the VLE from the student perspective · Consider the potential for VLEs for the health science community as a whole as well as to the individual lecturer · Raise awareness, throughout the duration of the project, of the potential roles of VLE in improving students learning.’

Item Type: Monograph (Project Report)
Additional Information: Funded by the Learning Teaching Support Network for Health Sciences
Divisions: Centre for Academic Practice
Date Deposited: 25 Nov 2009 16:34
Last Modified: 13 Nov 2017 11:01


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