A Longitudinal Perspective Regarding the Use of VLEs by Higher Education Institutions in the United Kingdom

Autor/inn/en	Browne, Tom; Jenkins, Martin; Walker, Richard
Titel	A Longitudinal Perspective Regarding the Use of VLEs by Higher Education Institutions in the United Kingdom
Quelle	In: Interactive Learning Environments, 14 (2006) 2, S.177-192 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
Schlagwörter	Foreign Countries; Virtual Classrooms; Educational Environment; Higher Education; Colleges; Surveys; Teaching Methods; Institutional Cooperation; Computer Mediated Communication; Distance Education; Special Needs Students; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Hochschulbildung; Hochschulsystem; Hochschulwesen; College; Hochschule; Fachhochschule; Survey; Umfrage; Befragung; Teaching method; Lehrmethode; Unterrichtsmethode; Institute; Co-operation; Cooperation; Institut; Kooperation; Computerkonferenz; Distance study; Distance learning; Fernunterricht; Sonderpädagogischer Förderbedarf; Großbritannien
Abstract	Between 2001 and 2005 the Universities and Colleges Information Systems Association (UCISA) and the Joint Information Systems Council (JISC) conducted surveys into issues relating to the acquisition, use, management, and support of Virtual Learning Environments (VLEs). A number of other studies provide information on these issues during this period. Together they provide a substantial body of evidence that allows an analysis of the factors that enhance or inhibit institutional take-up and support provision for VLEs within the UK higher education sector. There is clear evidence of increasing use of VLEs but not of widespread change in pedagogic practice. VLE management is increasingly centralized in all matters considered strategic, with dedicated devolvement occurring for a range of support activities. Differences in practice exist between old and new universities. There is in general negligible interest in standards or in institutional collaboration. (Contains 11 tables, 1 figure, and 5 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10