Signposting in a Virtual Learning Environment to boost attendance and engagement

McCann, M ORCID: https://orcid.org/0000-0002-8584-2156, 2023. Signposting in a Virtual Learning Environment to boost attendance and engagement. Bristol: The Economics Network.

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Abstract

This case study reviews the use of signposting on the learning design of a Virtual Learning Environment (VLE) to address issues of student engagement and learning on a campus-based module delivered at a UK university. Drawing on cognitive load theory and instrumentalism we used signposts in the titles of VLE seminar activities pages to highlight those aligned with assessment tasks. I explain the evolving use of the signposts across three iterations of module delivery and report on an analysis of their effectiveness in influencing student learning behaviour through attendance at seminars and use of related VLE on-demand learning activities. Our results indicate that the signposts provided significantly influenced learners’ behaviour in a way which supports both cognitive load theory and instrumentalism. Providing students with information ex-ante helps them do this and manage their attendance and engagement. But, the pattern of attendance suggests that the seminar activities signposted must be expressed in a way which suggests that greatest value is gained by doing them in class.

Item Type:	Other
Creators:	McCann, M.
Publisher:	The Economics Network
Place of Publication:	Bristol
Date:	October 2023
Identifiers:	Number Type 10.53593/n3645a DOI 1823346 Other
Divisions:	Schools > Nottingham Business School
Record created by:	Jonathan Gallacher
Date Added:	23 Oct 2023 15:50
Last Modified:	23 Oct 2023 15:50
URI:	https://irep.ntu.ac.uk/id/eprint/50091

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