A Framework for the Pedagogical Evaluation of eLearning Environments

Abstract

On-line learning technologies and virtual learning environments in particular are attracting considerable attention with in UK higher education and it is likely that emerging systems will have considerable impact on the way that learning and teaching is conducted in universities. Widespread uptake has yet to become apparent however, and the reasons for this are not entirely clear. Part of the problem that has been the primary focus of this report is that this field is still in an early stage of development and an appropriate framework for evaluation of different systems has not yet been established. Perhaps the most important conclusion to be drawn from this report is that we are not providing an evaluation strategy that helps discriminate VLEs based on some notion of quality. Instead we have produced a framework that can help to reveal the underlying pedagogical assumptions and orientation of the software, thus providing teachers with a basis upon which to choose a VLE according to how they want to teach. This point brings us back to the issue of whether choosing a VLE is an institutional-level decision or a responsibility that should be left in the hands of individual teachers. It raises the question of whether it is possible (or indeed desirable) to define teaching strategy at an institutional rather than individual level. Higher education is changing. The student body is becoming less uniform and knowledge is growing and changing faster than ever before. Industry's demands are also more volatile, as they struggle to become more competitive in an increasingly globalised economy. Their employees need up to date knowledge and skills, and updating these requires training and education at the time and place they need it. While traditional courses will continue to be a major part of universities provision, the most likely growth area will be in 'lifelong learning' courses offered to industry or to individuals. The virtual learning environments of today and their successors are likely to form key strategical aspects of teaching and learning in universities of the future. The work contained in this report represents a first step towards recognising the educational and organisational requirements of this key learning technology.