Author: David García Solórzano
Programme: Doctoral Programme on the Information and Knowledge Society
Language: English
Supervisor: Dr Eugènia Santamaría Pérez
Faculty / Institute: Internet Interdisciplinary Institute (IN3)
Subjects: Computer Science, Education, Teaching, Education, Free Time, Higher Education, Universities, Engineering, Technology
Key words: Online education, e-learning, Virtual learning environments, Learning management systems, Learner-centred design heuristics
Area of knowledge: Computation Science and Artificial Intelligence, e-Learning, Virtual Learning Environments
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Summary
Although virtual learning environments (VLEs) and learning management systems (LMSs) are consolidated online education tools, some researchers argue that most of these platforms are mainly designed from a technological approach, with pedagogical aspects given a back seat. As a result, the teaching-learning process conducted via these systems may not be as effective as expected. For this reason, this thesis focuses on identifying those elements which may improve the efficiency of VLEs when they are used in fully online courses.
First of all, document-based research revealed the implications of online delivery for education as well as the main features, needs, and barriers of online students and teachers. Next, eight of the most popular VLEs were analysed by focusing on their pedagogical approach, information structure, and interface.
Based on the main conclusions drawn from the document-based research, a set of recommendations/heuristics for creating effective VLEs for online teaching-learning was proposed. To evaluate the suitability of each recommendation, these were put into practice by means of three prototypes of an ad hoc VLE called AdVisor, which also included a student monitoring tool called FACRO.
A sample of learners tested AdVisor in fully online courses and, afterwards, assessed the suitability of the heuristics through a questionnaire. Furthermore, eight teachers were interviewed to establish their opinions about AdVisor and FACRO.
On the whole, the results showed that the recommendations are suitable, especially those related to self-regulation (ie to guide students through the course and help them to be aware of their learning process).