Access to Online Resources: A Case Study

Abstract

The implementation and use of a Blackboard virtual learning environment (VLE) is described. The VLE was accessible by all Part 1 psychology students at the University of Reading. Data show that students readily made use of the VLE although there were age and gender differences in accessing the VLE that interacted with other variables. Importantly, although there were some minor differences between patterns of access by students with home access to the internet and students without such access, there were no differences in overall access rates. Data also show that this cohort of students performed significantly better than the previous cohort on Part 1 exams but there was no correlation between access to the VLE and Part 1 exam results.