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Research project on the benefits of using a VLE in a primary school
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C Goldblatt Virtual Learning Environments February 2012
Project Report Page 1 of 31
Virtual Learning Environments
Investigating the benefits of using a
managed/Virtual Learning Environment (VLE)
and evaluate its effectiveness in enhancing the
learner experience in a primary school setting.
C Goldblatt Virtual Learning Environments February 2012
Project Report Page 2 of 31
Table of Contents:
1 INTRODUCTION .............................................................................................................................................................3
1.1 LEARNING OUTCOMES ........................................................................................................................................................3
2 VIRTUAL LEARNING ENVIRONMENTS ............................................................................................................................4
2.1 VLE’S IN A PRIMARY SCHOOL CONTEXT..................................................................................................................................4
2.2 BENEFITS OF USING A VLE ...................................................................................................................................................5
3 METHODOLOGY.............................................................................................................................................................7
3.1 ANALYSIS OF STATISTICS AND SURVEY RESULTS .........................................................................................................................9
4 CONCLUSION ...............................................................................................................................................................14
5 REFERENCES ................................................................................................................................................................16
6 APPENDICES ................................................................................................................................................................17
6.1 APPENDIX 1 – ETHICS .......................................................................................................................................................17
6.1.1 Ethics form..............................................................................................................................................................17
6.1.2 Letter sent to parents to ask permission for survey and statistical analysis ..........................................................18
6.2 APPENDIX 2 – CHILD SURVEY .............................................................................................................................................19
6.3 APPENDIX 3 – SURVEY RESULTS AND STATISTICAL ANALYSIS ......................................................................................................25
6.4 APPENDIX 4 – EXTRACTS FROM THE VLE ..............................................................................................................................30
6.4.1 Year 1 – VLE Forum – Favourite Fruits ....................................................................................................................30
6.4.2 FS2 – VLE Forum – Number Bonds to 10.................................................................................................................31
C Goldblatt Virtual Learning Environments February 2012
Project Report Page 3 of 31
Project 1 – Virtual Learning Environments
Investigate the benefits of using a managed/Virtual Learning Environment (VLE)
and evaluate its effectiveness in enhancing the learner experience.
1 Introduction
This report will explore how using a VLE in a primary school can benefit the school, teachers, learners
and wider school community. It will begin by discussing the varied aims and intentions of using a VLE in
a primary school and go on to discuss its proven and potential benefits; including how ICT in general can
benefit and extend the curriculum. Following this, the report will look at how the focus school is
currently using their VLE, incorporating a comparative analysis of current statistics and survey results
regarding usage.
1.1 Learning Outcomes
• Investigate and evaluate the effectiveness of using a VLE to enhance and extend learning
beyond the classroom in a Primary School.
• Critically appraise how the VLE can benefit students and the wider school community.
• Appraise and evaluate the usage statistics of the VLE to see what effect the confidence and
capability of a teacher has on the general usage of the VLE by the class.
• Evaluate what material is the most popular/useful/effective and explore how the content could
be developed further.
C Goldblatt Virtual Learning Environments February 2012
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2 Virtual Learning Environments
In order to investigate the aims of using a VLE in a primary school setting and how its use can aid
learning, we must first understand what a VLE is?
The acronym ‘VLE’ stands for ‘Virtual Learning Environment’. According to Becta (2004), a VLE is a
software tool which provides a diverse selection of tools that enable learners, staff and other members
of the school community to interact online. In 2002, Dillenbourg, Schneider and Synteta described a VLE
as an online space, providing information and social tools, specifically designed to enhance classroom
learning. Simply put, a VLE is a secure online area where learners and educators can communicate.
Some people erroneously refer to a VLE as an MLE, a Managed Learning Environment. An MLE takes a
VLE and a management information system (MIS) and amalgamates them, thus giving a school the
potential to integrate pupil data, learning resources and assessment data (Becta 2004). In this essay the
focus will be on using a VLE, not an MLE.
2.1 VLE’s in a Primary School Context
The majority of learners have access to the internet (and through this the potential to connect to a VLE)
at home. This is evidenced by the fact that in 2007, 61% of UK households had internet access (Ofsted,
2009). The Office for National Statistics released a report in 2011 which states that 77% of UK
households have internet access. This significant increase, over the last four years, indicates an
enhancement of childrens’ access to the internet at home.
C Goldblatt Virtual Learning Environments February 2012
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According to Becta (2003), primary school children are spending three times longer using ICT at home
than they are at school. Although this does not directly refer to childrens’ use of a computer or the
internet at home, it does highlight the fact that a large majority of children are regularly exposed to
some form or another of ICT and are comfortable using it independently. In the words of Green and
Hannon (2007, p.10), ‘the use of digital technology has been completely normalised by this generation,
and it is now fully integrated into their daily lives’.
Over the past ten years, schools have been making a big move to upgrade their technological hardware
but the impact on teaching and learning from this modernisation has not been significant. Schools need
to be looking at the interests of their students and recognise that nowadays access to knowledge is
imperative, even more so than hardware. Educators should be looking for ways to connect school based
learning with their students’ lives at home. In order to do this effectively, the educators must
understand what their students are interested in and proficient in doing so that they cultivate new
information and skills through the existing skill set of the learners. Children are regularly using
computers, competent at finding information on the internet and are learning new skills all the time.
(ibid., 2007). If schools do not realise or accept this, they limit their potential to connect with the
students, parents, governors and wider school community.
2.2 Benefits of using a VLE
As mentioned above, a VLE is a software tool which provides a secure web based platform to a school.
This platform can host many tools which can be used effectively to extend learning beyond the four
walls of the classroom (Becta 2004).
C Goldblatt Virtual Learning Environments February 2012
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Due to the VLE being web based means pedagogy is consequently more efficient; it allows members of
the school community easy access to relevant information whenever and wherever necessary.
(Ainsworth, P and Smith, J. 2008). Other potential benefits of having and using a web based VLE include:
increased levels of communication with parents through the accessibility of school information and
potential to increase communication between staff, enabling them to plan collaboratively (Becta, 2003).
The easy access that a VLE provides to learning resources means that absent students can easily access
any information they may have missed (Ainsworth et al, 2008), thus encouraging their learning and
ensuring a consistent flow of information.
The VLE also provides a multitude of tools that can be enabled or disabled for a school. For example,
the VLE hosts communication tools such as: email; news bulletin boards and instant messaging.
Moreover, collaboration tools are discussion forums, multi author documents and calendars can also
facilitate learning and staff communication. Furthermore, one can create documents and set
assignments which can either be automatically marked or marked manually by the teacher (Becta,
2004).
Becta (2003) states that there are many benefits to using a VLE, these include, increased accessibility to
learning resources. The anytime, anywhere access to learning and the potential to participate in forum
discussions can be empowering for less able students. Moreover, parents can find it beneficial for
school information to be made immediately available and easily accessible. It should therefore be
possible for parents to see targets, assessments and other such vital information on the VLE; giving
them up to date information on their child’s progress. Furthermore, by recording childrens’ levels and all
future levels, the VLE will be able to direct students and their parents to the specific areas where
improvement or support is need. (Ainsworth and Smith. 2008)
C Goldblatt Virtual Learning Environments February 2012
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The VLE can also be utilised by students to help them complete their homework (Ofsted, 2009). This
reduces paper usage by the school and having the activities available on the VLE reduces the number of
children coming to school with the excuse that they ‘lost their homework’.
Ofsted (2004) consider that pupils have responded positively to the use of ICT for advancement in
education and consequently their behaviour and attitudes to learning have improved. Ofsted (2004) go
on to state that when these ICT skills are encouraged across all aspects of the curriculum, children can
be seen to make more rapid progress. This is seen most significantly with students who had previously
poor attitudes to behaviour and learning. As such the VLE is used as a tool to motivate learners and
should not create any additional work for teachers (DfES, 2005)
This method of teaching is also backed by the London Grid for Learning (LGFL) who have designated
Pearson-Fronter1 (from here on referred to as Fronter) as the preferred VLE provider for London
schools. They hope that his will enable teachers to spend more time and effort in the classroom as it is
easier to share and create learning materials (Becta, 2003, p.16).
3 Methodology
Noting the benefits ascribed to using a VLE, we looked at a primary school in North London to see how
they are using their VLE and which of the proven benefits applied. All the children and staff were
1 http://www.pearsonfronter.com/
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surveyed, where 17% of the children in the school and 22% of the staff completed the survey. Of the
22% of staff that completed the survey, 84% were teaching staff comprising 50% of the current teaching
staff. Some of the data from the survey can be seen in Appendix 2. The usage statistics from the VLE
were analysed (also available in Appendix 2), though this data was compromised slightly as the school
had synced the data from their MIS system in October 2010. This created new users for all the current
staff and pupils and deleted all previous users which in turn removed all statistics prior to this merge. In
addition, whenever students or staff leave the school, their data is deleted from the VLE, and as such we
do not have their usage statistics.
The focus school is a two form entry primary school with approximately 450 students across eight year
groups. The school uses Fronter (Pearson-Fronter) as their VLE provider. The children were first given
access to the VLE in June 2009. Initially only one year group had access to the VLE, however, over the
next year and a half, once all the staff had been trained, the access was rolled out to the rest of the
school. Although, the VLE was received favourably by the majority of children and parents, the teaching
staff were initially more reserved. Their opinion was that this initiative would not provide enough
benefit to outweigh the perceived extra work.
C Goldblatt Virtual Learning Environments February 2012
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Figure 3-2 – Home computer and internet use
Figure 3-3 – Staff Fronter Logins
Figure 3-1 – Student Fronter Logins
3.1 Analysis of statistics and survey results
The children were surveyed to gauge their access
to a computer and the internet at home and how
frequently they logged into Fronter. The chart in
Figure 3-2 (and Figure 6-4) shows that 87% of the
respondents use a computer and access the
internet more than once a week. This figure is
significantly higher than that of the Office for
National Statistics cited in Section 2.1 showing the
high number of frequent internet users among the
children in the school.
The children were also asked how frequently they
logged into Fronter. As shown in Figure 3-1Error!
Reference source not found. (and Appendix 3:
Figure 6-2) 87% of the respondents log into the VLE
(Fronter) at least once a month with 62% of the
total responding that they log in at least once a
week. However, when these results are compared
with the statistics from the Fronter site there is a
disparity between the two, showing that the
majority of the children who responded to the survey are are the ones that access Fronter most often
and that though the children assume that they log in at least once a week this is not actually the case.
C Goldblatt Virtual Learning Environments February 2012
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The results to this question are also shown in Figure 3-3 (and Appendix 3: Figure 6-1) with the staff
survey and statistics.
As shown in Figure 3-1 and Figure 3-3, a big portion of the school community are logging into Fronter at
least once a month with a few logging in at least once a week. Although 91% of the teachers are
logging into Fronter at least once a month, only 39% of students are. This may be partially due to the
fact that 95% of Foundation Stage children have never logged in or are logging in less than once a
month.
In 2003, Becta released a review of VLEs in education that said ‘the moderators' input is crucial to the
success of the activity’. This is reflected in the statistics from the focus school. When the statistics are
separated by year group (Appendix 3: Figure 6-9) it is evident that the year groups that have teacher
who use the VLE more often than others also have higher usage statistics among the students. This is
especially apparent in Foundation Stage 1 and Year 5. If the teacher of the class does not update the
page or activities regularly and promote them in class the children will lose interest in using the VLE
(ibid, 2003). One of the students responded to the survey by saying ‘the content is not interesting to me
or my classmates’. If this is truly the case then it is unsurprising that the children are not using it as
frequently as some of their teachers would wish. In order to encourage and excite the children to use
the VLE the teachers must reimagine themselves as facilitators rather than directors to put the students
at the centre of their learning. We need to use tools that our students are already comfortable with to
allow teachers and students to interact more spontaneously. This could encourage the children to
transfer their expertise gained in informal learning across to the formal sphere. (Green and Hannon,
2007)
C Goldblatt Virtual Learning Environments February 2012
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It is interesting to note that the teachers use the VLE more than the students. This may be because the
teachers are required to log in as part of their job while the students feel that it is on a voluntary basis.
The usage statistics are dramatically different in Foundation Stage and Key Stage 1 as opposed to Key
Stage 2 (Appendix 3: Figure 6-9). Some people believe that Foundation Stage children (ages 3-5) are too
young to use the VLE for example, one of the children commented ‘I am too little to use it’ when asked if
they had anything to say about the VLE. Though this may be the attitude of some parents and children,
it should not be the way that teachers view the children in Foundation Stage. In 2004, Ofsted made a
point that children in the Foundation Stage are taught basic skills in how to use a computer and start to
learn how to type which means that with parental support they should be capable of logging into the
VLE and answering basic questions. This is evidenced by a forum in the FS2 online classroom, about
number bonds, where the children were asked to post all the ways they could make 10. There were 21
responses some of which can be seen in the screenshot in Appendix 4.
The ICT strand of the National Curriculum for Key Stage 1 states that children should be able to use a
computer including how to find information and how to use text and images to create documents
(Department for Education, 2011). The VLE could be used in ICT lessons to show children safe ways to
find information online, and forums provide a secure environment for children to share pieces of
information and pictures with their teachers and classmates. It has already been used effectively in this
way in Year 1 in the focus school where children were asked to share what their favourite fruit was.
Part of the forum can be seen in Appendix 4. The children were shown the forum in class and the
teacher demonstrated how they should post and by the end of the week many of the children had
already posted their answers.
C Goldblatt Virtual Learning Environments February 2012
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The children were also asked about the frequency with which they visit the rooms available to them.
The response (seen in Appendix 3: Figure 6-5) shows 62% of children visit their LK Classroom (Jewish
Studies Room) at least once a week and 59% visit their secular classroom once a week. A possible
reason for this could be because the Jewish Studies teachers log into Fronter more frequently than their
secular colleagues as evidenced in Appendix 3: Figure 6-3.
One of the items detailed in the focus school’s last Ofsted inspection was that parents felt that they
were not being communicated with well enough. The school has attempted to help this by creating a
Parent Room on the VLE where all Weekly Correspondence is uploaded as are relevant school
documents. Despite this, 68% of the respondents replied that they have never visited the Parent Room.
It should be noted that the children were the ones surveyed not the parents so this number may be
higher in actuality.
Appendix 3: Figure 6-6 shows what the children believe is most important when visiting a room on the
VLE. 72% responded that homework is very important. Games came second with 24% saying it is very
important and 30% saying it is almost the most important thing when visiting a room. Music is the least
popular media on the VLE with 24% of the children responding that it is least important. Games prove
popular again with the survey respondents when asked what would make them visit the VLE more often
(Appendix 3: Figure 6-7).
When asked how their usage of the VLE differed this year from last year (Appendix 3: Figure 6-8), 34% of
students said that they use the VLE more often than last year and 36% said they use it about the same
C Goldblatt Virtual Learning Environments February 2012
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as last year. The answer given most as the reason to why they were using it differently, 23% of
respondents, was because they had a different teacher.
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4 Conclusion
In order for a VLE to be classed as a learning environment there needs to be some form of social
interaction, (Dillenbourg et al, 2002) for example, using multi author texts or discussion forums. When
teachers lack confidence in using technology, their students can be demotivated. If staff haven’t been
trained adequately or are not provided with enough support, they will not be confident and
enthusiastic, and therefore, less likely to promote it in their classrooms. (Becta, 2003). Students are
unlikely to access the VLE solely with the knowledge it exists, they require encouragement and frequent
updates about what learning tools and support are available on their secure educational environment.
The VLE, when used effectively, can create an online educational environment which will enable student
to access their curriculum from anywhere at any time. It can motivate and improve attitudes towards
learning, while keeping a teachers workload at a minimum. Although, using a VLE can be a successful
learning tool, not all children will have access to the VLE at home, as such, not only will they not be able
to benefit from the educational environment, they may feel left out or unable to participate in
collaborative activities that are solely based on the VLE.
OFSTED’s evaluation of virtual learning environments in 2009 stated that a common factor in effective
VLEs was the enthusiasm of the teachers and the best VLEs allowed learners to reinforce their work and
catch up on missed lessons.
The benefits of the VLE are both diverse and widespread; it can be used as an effective teaching tool in
the classroom and a tool for learning when the students are at home. It can enhance communication,
not only between a teacher and their students but also between a school and its parents. This additional
C Goldblatt Virtual Learning Environments February 2012
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communication can be used to consolidate and scaffold children’s learning while keeping parents
abreast of what is happening at school and any potential targets or areas for concern.
As supported by the DfES the use of technologies such as a VLE are an invaluable tool in maintaining a
high work ethic and also a way of successfully differentiating for the less able or less willing to involve
themselves in whole class work (2005). Furthermore, as a teaching tool a VLE can be a straight forward
way for teachers to reach their students. It allows children to gain access to a secure educational area,
where they can produce work in an environment that they are both comfortable and confident in. ‘ICT
in primary school... is able to engage the pupils and enhance their learning experience.’ (Becta, 2003,
P34). If we take this to be accurate, we can therefore assess that pupils learning experience will be
enhanced dramatically when they are able to access their online classrooms and other educational
activities from the comfort of their own home.
C Goldblatt Virtual Learning Environments February 2012
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5 References
• Ainsworth, P and Smith, J. (2008). USING A VIRTUAL LEARNING ENVIRONMENT (VLE) TO RAISE
ATTAINMENT. Available: http://www.teachingexpertise.com/articles/vle-raise-attainment-3498.
Last accessed 16/10/2011.
• Becta. (2003). A REVIEW OF THE RESEARCH LITERATURE ON THE USE OF MLES AND VLES IN
EDUCATION. Available: http://www.teachfind.com/becta/becta-research-research-archive-
virtual-learning-environments-vles. Last accessed 19/01/2012
• Becta. (2004). WHAT THE RESEARCH SAYS ABOUT VIRTUAL LEARNING ENVIRONMENTS IN
TEACHING AND LEARNING. Available:
https://www.education.gov.uk/publications/eOrderingDownload/15003.pdf. Last accessed
29/12/2011.
• Department for Education. (2011). NATIONAL CURRICULUM ICT: ATTAINMENT TARGET LEVEL
DESCRIPTIONS. Available:
http://www.education.gov.uk/schools/teachingandlearning/curriculum/primary/b00199028/ict/
attainment. Last accessed 05/02/2012.
• DfES. (2005). HARNESSING TECHNOLOGY: TRANSFORMING LEARNING AND CHILDREN'S
SERVICES. Available:
http://tna.europarchive.org/20080610184942/http://www.dfes.gov.uk/publications/e-strategy/.
Last accessed 29/12/2011.
• Dillenbourg, P., Schneider, D.K. & Synteta, P. (2002). VIRTUAL LEARNING ENVIRONMENTS. In A.
Dimitracopoulou (Ed). Proceedings of the 3rd Hellenic Conference "Information &
Communication Technologies in Education" (pp. 3-18). Kastaniotis Editions, Greece. Available:
http://telearn.archives-ouvertes.fr/docs/00/19/07/01/PDF/Dillernbourg-Pierre-2002a.pdf. Last
accessed: 04/12/2011
• Green, H and Hannon, C. (2007). THEIR SPACE: EDUCATION FOR A DIGITAL
GENERATION. Available: http://www.demos.co.uk/files/Their%20space%20-%20web.pdf. Last
accessed 15 January 2012.
• Office for National Statistics. (2011). Internet Access - Households and Individuals,
2011. Available: http://www.ons.gov.uk/ons/dcp171778_227158.pdf. Last accessed 19/01/2012.
• Ofsted. (2004). ICT IN SCHOOLS: THE IMPACT OF GOVERNMENT INITIATIVES FIVE YEARS
ON. Available: http://www.ofsted.gov.uk/resources/ict-schools-2004-impact-of-government-
initiatives-five-years. Last accessed 01/01/2012.
• Ofsted. (2009). VIRTUAL LEARNING ENVIRONMENTS: AN EVALUATION OF THEIR DEVELOPMENT
IN A SAMPLE OF EDUCATIONAL SETTINGS. Available:
http://www.ofsted.gov.uk/resources/virtual-learning-environments-evaluation-of-their-
development-sample-of-educational-settings. Last accessed 30/12/2011.
C Goldblatt Virtual Learning Environments February 2012
Project Report Page 17 of 31
6 Appendices
6.1 Appendix 1 – Ethics
6.1.1 Ethics form
Partnerships Division (Applied Professional Studies)
Student’s Research Ethics Check for ALL Projects or Assignments Involving Human Participants
Note: Please do not leave any section blank. Please give a written answer, say yes or no when required, or write N/A (Not
Applicable). Your tutor can guide you through this form.
1. Your name: Channa Goldblatt
2. Your APS programme (Foundation, BA/BSc, MA/MSC): Foundation Level 5
3. What is the title of your project?
Investigate the benefits of using a managed/Virtual Learning Environment (VLE) and evaluate its
effectiveness in enhancing the learner experience
4. What do you consider to be the main ethical issues or problems that may arise with the proposed
study and what steps will be taken to address them? (See your tutor and the ethics guide for more
information)
I do not consider there to be any major ethical issues with this project as there will be no direct
contact with the children. I will be using data from a school website and will ask children to
participate in a questionnaire that they will complete with their parents.
I have permission from the school to do this and have written an informational letter (attached) that
was sent out to parents by the school giving them an option to opt out of the research.
5. Where exactly, will the interaction with the participants take place?
There will be no personal interaction. There will be an optional questionnaire for them to complete.
6. Are any of the following involved? Please write ‘Yes’ or ‘No’
An intrusive activity (e.g. interview, focus group, questionnaire): Yes
Something that might cause mental stress: No
Adults with incapacity: No
Children or young people: Yes
7. Are there potential adverse effects, risks, hazards, pain or distress for your research participants? If
so, please specify what these are and how you will minimise them?
No
8. Are there potential adverse effects, risks, hazards, pain or distress for you as the researcher? If so,
please specify what these are and how you will minimise them?
No For more information, please refer to the guide on ethics which is included in your project handbook. Include this form as
part of your project learning contract. This form must be submitted to your tutor for permission for all assignments that
involve human subjects before being undertaken. You should also consult your tutor should circumstances change.
C Goldblatt Virtual Learning Environments February 2012
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6.1.2 Letter sent to parents to ask permission for survey and statistical analysis
C Goldblatt Virtual Learning Environments February 2012
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6.2 Appendix 2 – Child Survey
LO Question What am I trying to test? How am I
going to test
it?
What data will I end up
with?
What will this
prove?
Key theories, concepts, practice.
Sources
Primary,
secondary,
quantitative,
qualitative data
collection/appr
oaches.
Size, frequency and number of a
given phenomenon.
Emotion, feelings, beliefs,
philosophies and arguments.
Analysis techniques:
Descriptive: similarities,
differences
Establishing regularities:
pattern, groupings, series
Causal: correlation
Prediction
Expected
outcome, finding,
conclusion.
. What year group
are you in?
(P8) the way that students navigate
the VLE is very much influenced by the
tasks that the teacher sets.
Dillenbourg, P., Schneider, D.K. &
Synteta, P. (2002). Virtual Learning
Environments. In A. Dimitracopoulou
(Ed). Proceedings of the 3rd Hellenic
Conference "Information &
Communication Technologies in
Education" (pp. 3-18). Kastaniotis
Editions, Greece. Available:
http://telearn.archives-
ouvertes.fr/docs/00/19/07/01/PDF/Di
llernbourg-Pierre-2002a.pdf Last
accessed: 04/12/2011
Primary
quantitative
data
collection
from
questionnair
e
Number of children in
each year group who
respond.
I will be able
to use this
data to assist
in the analysis
of the survey
results and
statistics.
1 What
computer/internet
access do you have
at home?
(P19/20) #48 in one school, the ICT co-
ordinator used a survey to find out
from the pupils what access they had
to ICT outside school.
Ofsted. (2009). VIRTUAL LEARNING
ENVIRONMENTS: AN EVALUATION OF
THEIR DEVELOPMENT IN A SAMPLE OF
EDUCATIONAL SETTINGS. Available:
http://www.ofsted.gov.uk/resources/
virtual-learning-environments-
evaluation-of-their-development-
sample-of-educational-settings. Last
accessed 30/12/2011. (P8) in 2007
61% of households had internet
Ofsted. (2004). ICT IN SCHOOLS: THE
IMPACT OF GOVERNMENT
INITIATIVES FIVE YEARS ON. Available:
http://www.ofsted.gov.uk/resources/i
ct-schools-2004-impact-of-
government-initiatives-five-years. Last
accessed 01/01/2012.
Primary
quantitative
data
collection
from
questionnair
e
number of children who
have regular access to a
computer/internet at
home
Children are
able to access
the VLE at
home
C Goldblatt Virtual Learning Environments February 2012
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LO Question What am I trying to test? How am I
going to test
it?
What data will I end up
with?
What will this
prove?
1 I log into Fronter
(the MLE)
More than once a
week
Once a week
More than once a
month
Once a month
Less than once a
month
I have never logged
into Fronter
(P8) the way that students navigate
the VLE is very much influenced by the
tasks that the teacher sets.
Dillenbourg, P., Schneider, D.K. &
Synteta, P. (2002). Virtual Learning
Environments. In A. Dimitracopoulou
(Ed). Proceedings of the 3rd Hellenic
Conference "Information &
Communication Technologies in
Education" (pp. 3-18). Kastaniotis
Editions, Greece. Available:
http://telearn.archives-
ouvertes.fr/docs/00/19/07/01/PDF/Di
llernbourg-Pierre-2002a.pdf Last
accessed: 04/12/2011
Primary
quantitative
data
collection
from
questionnair
e
Frequency of use How often the
children think
they are
logging in and
compare to
statistics from
the VLE
1 When I log into
Fronter I visit
(list of rooms)
(P5/6) common factor in effective
VLE's was the enthusiasm of the
teachers
Dillenbourg, P., Schneider, D.K. &
Synteta, P. (2002). Virtual Learning
Environments. In A. Dimitracopoulou
(Ed). Proceedings of the 3rd Hellenic
Conference "Information &
Communication Technologies in
Education" (pp. 3-18). Kastaniotis
Editions, Greece. Available:
http://telearn.archives-
ouvertes.fr/docs/00/19/07/01/PDF/Di
llernbourg-Pierre-2002a.pdf Last
accessed: 04/12/2011 (P8) the way
that students navigate the VLE is very
much influenced by the tasks that the
teacher sets. Ofsted. (2009). VIRTUAL
LEARNING ENVIRONMENTS: AN
EVALUATION OF THEIR
DEVELOPMENT IN A SAMPLE OF
EDUCATIONAL SETTINGS. Available:
http://www.ofsted.gov.uk/resources/
virtual-learning-environments-
evaluation-of-their-development-
sample-of-educational-settings. Last
accessed 30/12/2011
Primary
quantitative
data
collection
from
questionnair
e
number of rooms visited
regularly
Which rooms
are being used
effectively
C Goldblatt Virtual Learning Environments February 2012
Project Report Page 21 of 31
LO Question What am I trying to test? How am I
going to test
it?
What data will I end up
with?
What will this
prove?
4 Please rate the
items in order of
importance from 1-
5 where 1 is most
important and 5 is
least important.
When I visit a room
I look at/use the
Homework
Information/News
Forums
Votes
Games
Pictures
(P32) #84 Teachers effective use of
colourful text, shapes, data, animation
and things from the internet.
Dillenbourg, P., Schneider, D.K. &
Synteta, P. (2002). Virtual Learning
Environments. In A. Dimitracopoulou
(Ed). Proceedings of the 3rd Hellenic
Conference "Information &
Communication Technologies in
Education" (pp. 3-18). Kastaniotis
Editions, Greece. Available:
http://telearn.archives-
ouvertes.fr/docs/00/19/07/01/PDF/Di
llernbourg-Pierre-2002a.pdf Last
accessed: 04/12/2011 (P8) the way
that students navigate the VLE is very
much influenced by the tasks that the
teacher sets. (P6) F5 Internet based
activates are added to the VLE to
enrich current learning activates.
Ofsted. (2004). ICT IN SCHOOLS: THE
IMPACT OF GOVERNMENT
INITIATIVES FIVE YEARS ON. Available:
http://www.ofsted.gov.uk/resources/i
ct-schools-2004-impact-of-
government-initiatives-five-years. Last
accessed 01/01/2012.
Primary
quantitative
data
collection
from
questionnair
e
The reasons behind the
frequency of child visits to
a room.
Which items
are most
important in
the childrens'
eyes.
2 When a
question/forum is
posted I
Add my own
answer/post
Add more than one
answer/post
Read it when it is
first posted
Read what other
people have
written
Reply to other
peoples posts
(P4/5) F4 students become
information producers in a VLE (P9)
children will not use a forum just for
the sake of it. They will answer
questions posed by the teacher.
Dillenbourg, P., Schneider, D.K. &
Synteta, P. (2002). Virtual Learning
Environments. In A. Dimitracopoulou
(Ed). Proceedings of the 3rd Hellenic
Conference "Information &
Communication Technologies in
Education" (pp. 3-18). Kastaniotis
Editions, Greece. Available:
http://telearn.archives-
ouvertes.fr/docs/00/19/07/01/PDF/Di
llernbourg-Pierre-2002a.pdf Last
accessed: 04/12/2011
Primary
quantitative
data
collection
from
questionnair
e
number of children using
forums effectively
We will be
able to see
whether
children are
using forums
and if they are
interested in
what they
have to offer.
1, 4 I find it most
helpful to check
what homework I
need to do by
1. Checking
the MLE
2. Looking in
my homework diary
3. Having it in
my diary and on the
MLE
4. Looking in
my school bag
(P14/15) learners use VLE to assist
with course assignments and
organisation of assignments
Ofsted. (2009). VIRTUAL LEARNING
ENVIRONMENTS: AN EVALUATION OF
THEIR DEVELOPMENT IN A SAMPLE OF
EDUCATIONAL SETTINGS. Available:
http://www.ofsted.gov.uk/resources/
virtual-learning-environments-
evaluation-of-their-development-
sample-of-educational-settings. Last
accessed 30/12/2011.
Primary
quantitative
data
collection
from
questionnair
e
Number of children who
prefer to have homework
in their homework diaries
or on the VLE.
Children will
prefer to see
what
homework
they have on
the VLE.
C Goldblatt Virtual Learning Environments February 2012
Project Report Page 22 of 31
LO Question What am I trying to test? How am I
going to test
it?
What data will I end up
with?
What will this
prove?
1, 4 I prefer to complete
my homework
1. On the
MLE
2. On my
computer
3. By hand
(P14/15) learners use VLE to assist
with course assignments and
organisation of assignments
Ofsted. (2009). VIRTUAL LEARNING
ENVIRONMENTS: AN EVALUATION OF
THEIR DEVELOPMENT IN A SAMPLE OF
EDUCATIONAL SETTINGS. Available:
http://www.ofsted.gov.uk/resources/
virtual-learning-environments-
evaluation-of-their-development-
sample-of-educational-settings. Last
accessed 30/12/2011.
Primary
quantitative
data
collection
from
questionnair
e
number of children who
prefer completing
homework online or by
hand
Whether
children
prefer doing
their
homework on
the computer
or if they
prefer
completing it
by hand.
1, 2 Using the MLE has
helped me learn
1.More about
topics we are
learning in class
2.How to use a
website and visit
different pages
3.How to use a
forum
(P4) best VLE's allowed learners to
reinforce their work or catch up on
missed lessons, material presented
was fun and helpful
Ofsted. (2009). VIRTUAL LEARNING
ENVIRONMENTS: AN EVALUATION OF
THEIR DEVELOPMENT IN A SAMPLE OF
EDUCATIONAL SETTINGS. Available:
http://www.ofsted.gov.uk/resources/
virtual-learning-environments-
evaluation-of-their-development-
sample-of-educational-settings. Last
accessed 30/12/2011.
Primary
quantitative
data
collection
from
questionnair
e
number of children who
feel that the VLE
enhances education
Will be able to
see whether
the children
think that the
staff are using
the VLE to
enhance their
learning or
just for fun.
2 Through forums the
MLE makes it easier
for me to
communicate with
1.My teacher
2.My classmates
3.Other children in
the school
(P3) F2 a VLE is populated and can
only be classified as a VLE if it there is
social interaction
Dillenbourg, P., Schneider, D.K. &
Synteta, P. (2002). Virtual Learning
Environments. In A. Dimitracopoulou
(Ed). Proceedings of the 3rd Hellenic
Conference "Information &
Communication Technologies in
Education" (pp. 3-18). Kastaniotis
Editions, Greece. Available:
http://telearn.archives-
ouvertes.fr/docs/00/19/07/01/PDF/Di
llernbourg-Pierre-2002a.pdf Last
accessed: 04/12/2011
Primary
quantitative
data
collection
from
questionnair
e
number of children who
think that they have more
avenues of
communication open
between them and the
teacher etc
Children will
feel that they
are able to
communicate
with their
teacher
outside
school.
C Goldblatt Virtual Learning Environments February 2012
Project Report Page 23 of 31
LO Question What am I trying to test? How am I
going to test
it?
What data will I end up
with?
What will this
prove?
3 Compared to last
year, this year I use
the MLE
1.More often than
last year
2.About the same
as last year
3.Less often than
last year
4.I didn't use the
MLE last year
5.I don't use the
MLE this year
6.I am new in the
school and did not
have access to
Fronter before
I think I used the
MLE differently last
year because
1.I had a different
teacher
2.There were
different things
available in my
classroom
3.I was shown it
more often in class
4.It was shared less
often in class
5.My teacher told
me about new
things that were
available on Fronter
6.I had homework
to do on Fronter
(P8) the way that students navigate
the VLE is very much influenced by the
tasks that the teacher sets.
Dillenbourg, P., Schneider, D.K. &
Synteta, P. (2002). Virtual Learning
Environments. In A. Dimitracopoulou
(Ed). Proceedings of the 3rd Hellenic
Conference "Information &
Communication Technologies in
Education" (pp. 3-18). Kastaniotis
Editions, Greece. Available:
http://telearn.archives-
ouvertes.fr/docs/00/19/07/01/PDF/Di
llernbourg-Pierre-2002a.pdf Last
accessed: 04/12/2011
Primary
quantitative
data
collection
from
questionnair
e
Children feelings on
whether they use the VLE
differently to last year
and why.
Children will
use the VLE
differently
depending on
how the
teacher is
using it.
C Goldblatt Virtual Learning Environments February 2012
Project Report Page 24 of 31
LO Question What am I trying to test? How am I
going to test
it?
What data will I end up
with?
What will this
prove?
4 I would visit the
MLE more often if
there were more
1.Forums
2.Games
3.Learning Tools
4.Links to
interesting sites
5.Videos
Dillenbourg, P., Schneider, D.K. &
Synteta, P. (2002). Virtual Learning
Environments. In A. Dimitracopoulou
(Ed). Proceedings of the 3rd Hellenic
Conference "Information &
Communication Technologies in
Education" (pp. 3-18). Kastaniotis
Editions, Greece. Available:
http://telearn.archives-
ouvertes.fr/docs/00/19/07/01/PDF/Di
llernbourg-Pierre-2002a.pdf Last
accessed: 04/12/2011 (P8) the way
that students navigate the VLE is very
much influenced by the tasks that the
teacher sets. (P6) F5 Internet based
activates are added to the VLE to
enrich current learning activates.
Ofsted. (2004). ICT IN SCHOOLS: THE
IMPACT OF GOVERNMENT
INITIATIVES FIVE YEARS ON. Available:
http://www.ofsted.gov.uk/resources/i
ct-schools-2004-impact-of-
government-initiatives-five-years. Last
accessed 01/01/2012.
Primary
quantitative
data
collection
from
questionnair
e
Statistics of what the
children would like to see
more of on the VLE.
Children will
want more
games.
C Goldblatt Virtual Learning Environments February 2012
Project Report Page 25 of 31
Figure 6-5 – Survey results - Frequency of room visits
Figure 6-3 – Staff logins by subject
Figure 6-1 – Staff Fronter Logins Figure 6-4 – Home computer and internet use
6.3 Appendix 3 – Survey results and statistical analysis
Figure 6-2 – Student Fronter Logins
C Goldblatt Virtual Learning Environments February 2012
Project Report Page 26 of 31
Importance of items on the VLE
Figure 6-6 – Importance of items on the VLE according to the children.
C Goldblatt Virtual Learning Environments February 2012
Project Report Page 27 of 31
Figure 6-7 – What children want on the VLE
C Goldblatt Virtual Learning Environments February 2012
Project Report Page 28 of 31
Figure 6-8 – Difference of usage compared to last year
C Goldblatt Virtual Learning Environments February 2012
Project Report Page 29 of 31
Figure 6-9 – Fronter logins by year group
C Goldblatt Virtual Learning Environments February 2012
Project Report Page 30 of 31
6.4 Appendix 4 – Extracts from the VLE
6.4.1 Year 1 – VLE Forum – Favourite Fruits
(Please note: All
identifying information
has been concealed)
This extract from a year
1 forum demonstrates
that the children are
capable of typing their
own sentences and
editing the text.
C Goldblatt Virtual Learning Environments February 2012
Project Report Page 31 of 31
6.4.2 FS2 – VLE Forum – Number Bonds to 10
(Please note: All identifying
information has been concealed)
This extract from a Foundation
Stage 2 forum demonstrates that
the VLE can be used to extend and
enhance learning by giving children
an opportunity to share their
knowledge without time pressure.