How Does Student Access to a Virtual Learning Environment (VLE) Change During Periods of Disruption?

Abstract

Higher Education often faces disruptions to teaching due to wider events, such as industrial action by staff or the recent COVID-19 pandemic (Li et al., 2022). Digital learning tools (such as Virtual Learning Environments, VLEs) can be used to support teaching and learning processes reducing the impact of disruptive events. This case study, compares student VLE behaviour across three consecutive cohorts featuring two “typical” university semesters (2016 and 2017), and one semester (2018) which featured industrial action. Learning analytics from students’ activity on the VLE system analyzed. Findings show that high- and middle-performing students tend to increase their use to compensate for the lack of teaching, whilst lower-performing students reduce their access possibly due to lower levels of self-efficacy and selfregulation. These findings suggest that educators need to consider how VLEs could be designed to support students when learning should be delivered through an asynchronous online learning environment. For example, educators should consider designing VLE spaces that promote flexibility, and supporting self-regulation, whilst also providing clear guidance on structuring learning activities.