Virtual Learning Environments in Hospitality, Leisure, Tourism & Sport - A Review

1. Virtual Learning Environments in Hospitality, Leisure, Tourism & Sport - A Review David Botterill & Claire Haven, Welsh School of Hospitality, Tourism & Leisure Management, UWIC

2. Project Brief • September 2001 • To scope the existing and potential exploitation of VLEs in the subject centre domain • To gather examples of current practice from other subject centres within the Learning & Teaching Support Network • Provide recommendations for the future of VLEs in the subject centre

3. Background • Dearing Report (1997) • “innovative application of..C&IT holds out much promise for improving the quality, flexibility and effectiveness of HE…Benefits will extend to..learning, teaching & research” • National needs, demands & expansion of student numbers - conform to traditional HE attendance patterns? • Flexibility, accessibility - widening access

4. What is a VLE? • No clear definitions exist • Jargon: MLE; VLE; on-line; e-learning • Managed Learning Environments • Virtual Learning Environments • MLE:a system that uses technology to enhance the network of relationships between learners, teachers and organisers of learning, through integrated support - (Bent 2001)

5. VLE:learning management software systems that synthesise the functionality of computer-mediated communication software (e-mail, bulletin boards, newsgroups, etc.) and on-line methods of delivering course materials (WWW) - Britain & Liber 1999 • a focus for student learning activities and their management and facilitation, along with provision of content and resources - (Bent 2001)

6. A VLE should provide an integrated set of tools, in a consistent format, to facilitate a complete learning & teaching experience: • communication: student & tutor/student & student • shared work group areas • delivery of learning resources & materials • student support • management and tracking of students • self-assessment and summative assessment • student tool

7. These support course management and access to resources, but: • ‘a learning environment’? • Virtual learning is not a set of tools that provide access to information and space for discussion • only academic and student interaction can create a VLE from a VE (Simpson 2001)

21. Research Strategy • Focus on a study of the Steering Group Institutions within LTSN 22 • Surrey; Ulster; Gloucestershire; Leeds Metropolitan; Loughborough; Bournemouth; Sheffield Hallam; Brighton, Strathclyde; Queen Margaret & UWIC • Approach is two-fold: • Subject-specific • Institution

22. Research Questions • Generic: • what VLEs are being used; why; how long; future plans; objectives; integration; numbers using them • Subject-specific: • how VLEs are being used (if at all); what they could be used for; limitations; benefits for staff & students; recommendations for HLST • Institution: • training provision; examples of current practice; institutional assessments

23. Contribution • Identify existing and potential exploitation - the application of VLEs or VEs? • VLEs recognised as an important component of institutional strategy, but poorly matched by delivery (UCISA, 2001) • Illustrate levels of understanding of VLEs in the subject area - diverse? • providing resources electronically does not constitute learning for the student, nor does it empower the academic pedagogically (Simpson, 2001)

24. Timescale & Dissemination • Questions are currently being distributed to key people • Findings to be written up by the end of June 2002 • Due to the rate of technological change, dissemination has to follow the write-up quite quickly • How this project is to be disseminated to the subject group is still to be decided