Improving Learning Efficiency with Content-Based Virtual Learning Environments
Author Information
Author(s): Wessa Patrick, De Rycker Antoon, Holliday Ian Edward
Primary Institution: Leuven Institute for Research on Information Systems, University of Leuven
Hypothesis
Does a content-centered VLE design improve learning efficiency compared to a traditional course-centered design?
Conclusion
The study found that a content-based VLE design significantly increased learning efficiency for students.
Supporting Evidence
- The content-based design outperformed the traditional VLE design in terms of learning efficiency.
- Students using the new design submitted fewer feedback messages yet performed better.
- Gender differences in performance were eliminated with the new VLE design.
- Peer review activity was the best predictor of exam performance.
- Students reported higher satisfaction with the content-centered VLE.
Takeaway
This study shows that changing the way online learning environments are designed can help students learn better and faster.
Methodology
A two-year quasi-experiment was conducted comparing two VLE designs in an undergraduate statistics course.
Potential Biases
Potential biases related to the non-random selection of participants were addressed through careful design.
Limitations
The findings may not generalize beyond the specific context of the undergraduate statistics course studied.
Participant Demographics
Participants were undergraduate business students from two cohorts over two years.
Statistical Information
P-Value
p<0.05
Statistical Significance
p<0.05
Digital Object Identifier (DOI)
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