Evaluation of How the Blended Use of a Virtual Learning Environment (VLE) Can Impact on Learning and Teaching in a Specific Module

References

• Alexander, S. (2001) E-learning developments and experiences. Education and Training 43, 34–35.
   Google Scholar
• Aspden, L. and Helm, P. (2004) Making the connection in a blended learning environment. Educational Media International 41 (3), 245–252.
   Google Scholar
• Baud, D., Cohen, R. and Sampson, J. (1999) Peer learning and assessment. Assessment and Evaluation in Higher Education 24 (4), 413–426.
   Google Scholar
• Bertera, M. and Littlefield, M. (2003) Evaluation of electronic discussion forums in social work diversity education: a comparison of anonymous and identified participation. Journal of Technology in Human Services 21 (4), 53–71.
   Google Scholar
• Blass, E. and Davis, A. (2003) Building on solid foundations establishing criteria for e-learning development. Journal of Further and Higher Education 27 (3), 227–245.
   Google Scholar
• Casquero, O., Portillo, J., Ovelar, R., Benito, M. and Romo, J. (2010) iPLE network: an integrated eLearning 2.0 architecture from a university’s perspective. Interactive Learning Environments 18 (3), 293–308.
   Web of Science ®Google Scholar
• Clarke, L. and Abbott, A. (2008) Put posters over the glass bit on the door and disappear: tutor perspectives on the use of VLEs to support pre-service teachers. Teaching in Higher Education 13 (2), 169–181.
   Web of Science ®Google Scholar
• Davis, R. and Wong, D. (2007) Conceptualising and measuring the optimal experience of the eLearning environment. Decision Sciences Journal of Innovative Education 5 (1), 97–126.
   Google Scholar
• DeLeng, B., Dolmans, D., Muijtjens, A. and Vleuten van der, C. (2006) Student perceptions of a virtual learning environment for a problem-based learning undergraduate medical curriculum. Medical Education 40, 568–575.
   PubMed Web of Science ®Google Scholar
• Dengler, M. (2008) Classroom active learning complemented by an online discussion forum to teach sustainability. Journal of Geography in Higher Education 32 (3), 481–494.
   Web of Science ®Google Scholar
• Donelly, R. and O’Rourke, K. (2007) What now? Evaluating eLearning CPD practice in Irish third-level education. Journal of Further and Higher Education 31 (1), 31–40.
   Google Scholar
• Fox, S. and MacKeogh, K. (2003) Can eLearning promote higher-order learning without tutor overload? Open Learning 18 (2), 121–134.
   Google Scholar
• Gonzalez, C. (2010) What do university teachers think eLearning is good for in their teaching? Studies in Higher Education 35 (1), 61–78.
   Web of Science ®Google Scholar
• Greenlaw, S. (1999) Using groupware to enhance teaching and learning in undergraduate economics. Journal of Economic Education 30 (1), 33–42.
   Web of Science ®Google Scholar
• Grosseck, G. (2009) To use or not use web 2.0 in higher education? Procedia – Social and Behavioural Sciences 1, 478–482.
   Google Scholar
• Higgins, K. and O’Keefe, D. (2004) An online digital engineering module companion using biomedical applications. In Proceedings of the fourth annual Irish educational technology users conference (Waterford 2004), 3–4 June.
   Google Scholar
• Jelfs, A. and Kelly, P. (2007) Evaluating electronic resources: personal development planning resources at the Open University, a case study. Assessment & Evaluation in Higher Education 32 (5), 515–526.
   Google Scholar
• Leese, M. (2009) Out of class – out of mind? The use of a virtual learning environment to encourage student engagement in out of class activities. British Journal of Educational Technology 40 (1), 70–77.
   Web of Science ®Google Scholar
• Maltby, A. and Mackie, S. (2009) Virtual learning environments – help or hindrance for the ‘disengaged’ student? ALT-J, Research in Learning Technology 17 (1), 49–62.
   Google Scholar
• McFerrin, K. (1999) Incidental learning in a higher education asynchronous online distance course. In SITE 99: Proceedings of the Society for Information Technology and Teacher Education International Conference ( eds. J. Price, J. Willis, M. Jost and S. Boger-Mehall). Charlottesville, VA: Association for the Advancement of Computers in Education, pp1418–1423.
   Google Scholar
• McNulty, J., Espititu, B., Halsey, M. and Mendez, M. (2006) Personality preference influences medical student use of specific computer-aided instruction (CAI). BMC Medical Education 6 (1). doi:10.1186/1472-6920-6-7.
   PubMedGoogle Scholar
• Moeller, S., Spitzer, K. and Spreckelsen, C. (2010) How to configure blended problem based learning – results of a randomised trial. Medical Teacher 32, 328–346.
   PubMed Web of Science ®Google Scholar
• Prensky, M. (2001) Digital natives, digital immigrants. On the Horizon 9 (5), 1–6.
   Google Scholar
• Romanov, K. and Nevgi, A. (2007) Do medical students watch video clips in eLearning and do these facilitate learning? Medical Teacher 29, 490–494.
   Web of Science ®Google Scholar
• Schneckenberg, D. (2009) Understanding the real barriers to technology-enhanced innovation in higher education. Educational Research 51 (4), 411–424.
   Web of Science ®Google Scholar
• Schoech, D. (2000) Teaching over the internet: results of one doctoral course. Research on Social Work Practice 10 (4), 467–486.
   Web of Science ®Google Scholar
• Van Soest, D., Canon, R. and Grant, D. (2000) Using an interactive website to educate about cultural diversity and societal oppression. Journal of Social Work Education 36 (3), 463–479.
   Web of Science ®Google Scholar
• Williams, J. and Cappuccini-Ansfield, G. (2007) Fitness for purpose? National and institutional approaches to publishing the student voice. Quality in Higher Education 13 (2), 159–172.
   Google Scholar