Developing the Agora in the 21st Century - an analysis of a virtual learning environment (VLE) as a platform for engaging with adult literacies practitoners in Scotland

Gary Roberts, Ann Swinney, Kathleen Marjoribanks

    Research output: Contribution to journalArticle

    1 Citation (Scopus)

    Abstract

    This paper explores the efficacy of using a Virtual Learning Environment (VLE) as a platform for engaging with adult literacies practitioners working in diverse communities across Scotland and the challenges this implies when quality of relationships are recognised as having a central influence on the learning process. Research methods included an analysis of interaction on Web 2.0 based learning forums and a qualitative/quantitative evaluation of practice in the field. Early findings suggest the virtual learning environment can provide a social space for learning - ‘Agora’ – a discursive space where students become participants in the creation and dissemination of knowledge rather than passive consumers. The evidence gathered to date also shows that a ‘blended’ approach to delivery of the TQAL programme is necessary to increase student use of the VLE. However, challenges remain in overcoming technical barriers and encouraging experimentation in developing new learning strategies. practitioners working in diverse communities across Scotland and the challenges this implies when quality of relationships are recognised as having a central influence on the learning process. Research methods included an analysis of interaction on Web 2.0 based learning forums and a qualitative/quantitative evaluation of practice in the field. Early findings suggest the virtual learning environment can provide a social space for learning - ‘Agora’ – a discursive space where students become participants in the creation and dissemination of knowledge rather than passive consumers. The evidence gathered to date also shows that a ‘blended’ approach to delivery of the TQAL programme is necessary to increase student use of the VLE. However, challenges remain in overcoming technical barriers and encouraging experimentation in developing new learning strategies.
    Original languageEnglish
    Pages (from-to)1096-1101
    Number of pages6
    JournalProcedia - Social and Behavioral Sciences
    Volume2
    Issue number2
    DOIs
    Publication statusPublished - 2010

    Fingerprint

    Scotland
    learning environment
    Learning
    social space
    learning strategy
    learning
    research method
    learning process
    student
    Students
    Social Media
    interaction
    evaluation
    community
    evidence
    Research

    Keywords

    • Adult literacies
    • Communities of practice
    • Blended learning

    Cite this

    @article{6a1ac576bc524e959efef8531daa6c7c,
    title = "Developing the Agora in the 21st Century - an analysis of a virtual learning environment (VLE) as a platform for engaging with adult literacies practitoners in Scotland",
    abstract = "This paper explores the efficacy of using a Virtual Learning Environment (VLE) as a platform for engaging with adult literacies practitioners working in diverse communities across Scotland and the challenges this implies when quality of relationships are recognised as having a central influence on the learning process. Research methods included an analysis of interaction on Web 2.0 based learning forums and a qualitative/quantitative evaluation of practice in the field. Early findings suggest the virtual learning environment can provide a social space for learning - ‘Agora’ – a discursive space where students become participants in the creation and dissemination of knowledge rather than passive consumers. The evidence gathered to date also shows that a ‘blended’ approach to delivery of the TQAL programme is necessary to increase student use of the VLE. However, challenges remain in overcoming technical barriers and encouraging experimentation in developing new learning strategies. practitioners working in diverse communities across Scotland and the challenges this implies when quality of relationships are recognised as having a central influence on the learning process. Research methods included an analysis of interaction on Web 2.0 based learning forums and a qualitative/quantitative evaluation of practice in the field. Early findings suggest the virtual learning environment can provide a social space for learning - ‘Agora’ – a discursive space where students become participants in the creation and dissemination of knowledge rather than passive consumers. The evidence gathered to date also shows that a ‘blended’ approach to delivery of the TQAL programme is necessary to increase student use of the VLE. However, challenges remain in overcoming technical barriers and encouraging experimentation in developing new learning strategies.",
    keywords = "Adult literacies, Communities of practice, Blended learning",
    author = "Gary Roberts and Ann Swinney and Kathleen Marjoribanks",
    note = "dc.publisher: Elsevier",
    year = "2010",
    doi = "10.1016/j.sbspro.2010.03.153",
    language = "English",
    volume = "2",
    pages = "1096--1101",
    journal = "Procedia - Social and Behavioral Sciences",
    issn = "1877-0428",
    publisher = "Elsevier",
    number = "2",

    }

    TY - JOUR

    T1 - Developing the Agora in the 21st Century - an analysis of a virtual learning environment (VLE) as a platform for engaging with adult literacies practitoners in Scotland

    AU - Roberts, Gary

    AU - Swinney, Ann

    AU - Marjoribanks, Kathleen

    N1 - dc.publisher: Elsevier

    PY - 2010

    Y1 - 2010

    N2 - This paper explores the efficacy of using a Virtual Learning Environment (VLE) as a platform for engaging with adult literacies practitioners working in diverse communities across Scotland and the challenges this implies when quality of relationships are recognised as having a central influence on the learning process. Research methods included an analysis of interaction on Web 2.0 based learning forums and a qualitative/quantitative evaluation of practice in the field. Early findings suggest the virtual learning environment can provide a social space for learning - ‘Agora’ – a discursive space where students become participants in the creation and dissemination of knowledge rather than passive consumers. The evidence gathered to date also shows that a ‘blended’ approach to delivery of the TQAL programme is necessary to increase student use of the VLE. However, challenges remain in overcoming technical barriers and encouraging experimentation in developing new learning strategies. practitioners working in diverse communities across Scotland and the challenges this implies when quality of relationships are recognised as having a central influence on the learning process. Research methods included an analysis of interaction on Web 2.0 based learning forums and a qualitative/quantitative evaluation of practice in the field. Early findings suggest the virtual learning environment can provide a social space for learning - ‘Agora’ – a discursive space where students become participants in the creation and dissemination of knowledge rather than passive consumers. The evidence gathered to date also shows that a ‘blended’ approach to delivery of the TQAL programme is necessary to increase student use of the VLE. However, challenges remain in overcoming technical barriers and encouraging experimentation in developing new learning strategies.

    AB - This paper explores the efficacy of using a Virtual Learning Environment (VLE) as a platform for engaging with adult literacies practitioners working in diverse communities across Scotland and the challenges this implies when quality of relationships are recognised as having a central influence on the learning process. Research methods included an analysis of interaction on Web 2.0 based learning forums and a qualitative/quantitative evaluation of practice in the field. Early findings suggest the virtual learning environment can provide a social space for learning - ‘Agora’ – a discursive space where students become participants in the creation and dissemination of knowledge rather than passive consumers. The evidence gathered to date also shows that a ‘blended’ approach to delivery of the TQAL programme is necessary to increase student use of the VLE. However, challenges remain in overcoming technical barriers and encouraging experimentation in developing new learning strategies. practitioners working in diverse communities across Scotland and the challenges this implies when quality of relationships are recognised as having a central influence on the learning process. Research methods included an analysis of interaction on Web 2.0 based learning forums and a qualitative/quantitative evaluation of practice in the field. Early findings suggest the virtual learning environment can provide a social space for learning - ‘Agora’ – a discursive space where students become participants in the creation and dissemination of knowledge rather than passive consumers. The evidence gathered to date also shows that a ‘blended’ approach to delivery of the TQAL programme is necessary to increase student use of the VLE. However, challenges remain in overcoming technical barriers and encouraging experimentation in developing new learning strategies.

    KW - Adult literacies

    KW - Communities of practice

    KW - Blended learning

    U2 - 10.1016/j.sbspro.2010.03.153

    DO - 10.1016/j.sbspro.2010.03.153

    M3 - Article

    VL - 2

    SP - 1096

    EP - 1101

    JO - Procedia - Social and Behavioral Sciences

    JF - Procedia - Social and Behavioral Sciences

    SN - 1877-0428

    IS - 2

    ER -