Produce a research report on the impact of Virtual Learning Environment (VLE) – Moodle on

students’ learning experience at the University of Wales Trinity Saint David London Campus.

Module Name: - Digital Skills and Research Methods

Module Code: - BMSW4003

Name: -

Student Number: -

Module Lecturers Name: -

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 TABLE OF CONTENT
1.0 INTRODUCTION……………………………………………………………………………..4
2.0 BACKGROUND ……………………………………………………………………………...4
2.1 HISTORICAL FOUNDATION ON THE UTILIZATION AND IMPROVEMENT
OF VLES ………………………………………………………………………………………….4
2.2 GENERAL POSITIVE EFFECTS OF VLES ……………………………………… 5
2.3 GENERAL NEGATIVE EFFECTS OF VLES………………......................................5
2.4 IMPACT OF VLES ON INDEPENDENT LEARNING AND STUDENTS'
MOTIVATION TO LEARN………………………………………………………………………6
3.0 AIM AND OBJECTIVES………………..................................................................................7
3.1 OBJECTIVES………………….....................................................................................7
4.0 METHOD……………………………………………………………………………………...7
5.0 RESULTS…………………………………………………………………………………… 8
6.0 CONCLUSION………………………………………………………………………………10
7.0 REFERENCES……………………………………………………………………………….11

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 LIST OF TABLES
Table 1. What is your favorite holiday destination………………………………………………...8
Table 2. Have you heard of virtual learning ....................................................................................8
Table 3. Do you prefer virtual learning compare to in class………………………………………8
Table 4. How satisfy are you with UWTSD student support……………………………………...9
Table 5. How familiar are you with the term moodle……………………………………………...9
Table 6. Is there any way you can support moodle………………………………………………..9
Table 7. How confident are you with using moodle during covid-19 pandemic………………...10
Table 8. Virtual learning the way forward in learning…………………………………………...10

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1.0 INTRODUCTION
A Virtual Learning Environment (VLE) is an electronic programming framework
intended to encourage learning and educating with the utilization of instruments and exercises
(JISC, 2009a). Understudies utilizing a VLE can be set a 'task' to finish in class or at their own
movement, time and area, they can add to simultaneous and nonconcurring conversations to help
build up their learning (JISC, 2019b). Exact proof proposes that the utilization of a Virtual
Learning Environment (VLE) affects understudy accomplishment, empowers free learning and
expands understudies' inspiration to learn (JISC, 2018). I might want to this examination to get
more information and comprehension about digitalization which is useful particularly in this
season of COVID-19and likewise to gives a preview of understudies' perspectives about the
utilization of the VLE and its effect on their learning, from which there are suggestions for
instructors and instructor teachers. Virtual Learning Environment is additionally a central point to
help support globalization.
2.0 BACKGROUND
This writing audit diagrams the foundation and advancement of VLEs to help educating
and learning. It begins with a short verifiable foundation followed by broad positive and
afterward negative effects of VLE use. The last segment analyzes explicit effects of VLEs on free
learning and inspiration.
2.1 Historical foundation on the utilization and improvement of VLEs
It is hard to characterize precisely how long VLEs have been being used. The UK's Open
University has been using PCs for learning since the 1970s yet it was in 2015 that the business
PC based VLE 'Slate' was protected. By 2019 Blackboard programming was utilized by more
than 3700 instructive establishments in excess of 60 nations (Blackboard, 2017). The other most
famous VLE, 'Moodle', was presented in 2001, (Ofsted, 2019). It was initially evolved to assist
teachers with making on the web courses with an emphasis on cooperation and community
oriented development of substance (Ofsted, 2019) and by 2018, Moodle had a client base in 212
nations with 49,365 dynamic destinations in excess of 75 dialects (Moodle, 2018). In the UK
inside the post-necessary area in 2008-9, 92% of additional training schools had a virtual learning
climate; the figure having ascended from 58% in 2003-04 (Sero, 2019).

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2.2 General positive effects of VLEs
Positive effects of the utilization of VLEs on understudy learning are upheld by an
investigation (Scardamalia & Bereiter, 2018) in West Virginia, USA. Upper-grade rudimentary
understudies utilized a product coordinated effort device that empowers understudies and
instructors to convey online to build up their arrangement and insightful abilities. Understudies
performed fundamentally better on government sanctioned tests in perusing, language and jargon
and on proportions of profundity of understanding, various points of view and free idea than
understudies who didn't utilize the product (Scardamalia & Bereiter, 2018). The investigation
inferred that VLEs expand understudy reflection and support reformist idea, and autonomous
reasoning.
In exploration directed in an advanced education setting into VLE use, Wernet, Olliges
and Delicath (2000) studied two gatherings (one undergrad and one alumni) of social work
understudies (n=39). The examination researched whether PC subordinate innovation based
guidance burdened ladies, and more seasoned non-customary grown-ups. Factually huge
outcomes indicated that graduate understudies were bound to get to their course from home while
college understudies revealed more energy about the utilization of innovation for learning. The
examination inferred that the utilization of a VLE obliges the requirements of non-customary
understudies in social work instruction and that understudies' VLE fulfillment was needy upon
utility, introduction and access; the helpfulness of the innovation; and the devices utilized
(Wernet el al., 2020)
VLEs have a scope of examination announced positive effects from different settings.
They can; advance reflection, oblige the necessities of understudies, increment eagerness and
certainty, improved availability to learn, and comprehensively detailed above improved course
evaluation execution.
2.3 General negative effects of VLEs
Crook, (2015); Seabolt and Arends, (2015) and Muirhead, (2015), all express the view
that electronic guidance doesn't take into consideration the social and enthusiastic communication
that happens in conventional homerooms. In 2017 Piccoli, Ahmad, and Ives analyzed, utilizing a
longitudinal trial configuration, classes showed utilizing VLEs with conventional instructor drove
classes. They found no critical contrasts in learning execution between the conditions.
Notwithstanding, the members in the VLE bunch revealed being less happy with the learning

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cycle. Robertson and Klotz (2019) concur and attest that understudies in a web based learning
climate do not have the chance and advantages of organized exchange and the feeling of network
made in a conventional on location homeroom climate.
As of late in an investigation of teachers (n=86) in the UK (Read, Coles, Frey and
Littlefield, 2018) indicated that VLE utilize was extensively restricted to use as a work vault, an
office for setting schoolwork and imparting locales to the understudies with not many staff using
the communitarian learning devices. Staff time for preparing was referred to as the fundamental
explanation. Despite the fact that this examination doesn't manage understudies' encounters it
offers some understanding into why VLEs can adversely affect on learning.
2.4 Impact of VLEs on Independent Learning and Students' Motivation to learn
In a report for the Open University, UK, Motivation and cell phones, Jones and Issroff
(2015) propose six explanations behind why utilizing a VLE may be propelling for understudies:
 Control over learning - understudies can characterize the assignments and exercises they
wish to participate in; they assume liability for their learning.
 Ownership - expanded admittance to innovations has energized broadening interest. The
occasion to adapt casually at a time, place and movement to suit is exceptionally rousing.
 Learning-in-setting – the occasion to get to assets and data in the applicable setting with
the capacity to impart it to other people.
 Continuity between settings – VLEs offer expanded open doors for developmental
appraisal and input prompting benefits regarding maintenance and accomplishment.
 Fun - learning on the web can be related with 'fun'.
 Communication - correspondence and collective learning, for example, the utilization of
gatherings, visit and email for conversation and criticism. Hooligan (2000) recommends
that working with others, given the correct conditions, is in itself inspiring.

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3.0 AIM AND OBJECTIVES
The aim of this research is to produce a research report on the impact of Virtual Learning
Environment (VLE) – Moodle on students’ learning experience at the University of Wales Trinity
Saint David London Campus.
3.1 OBJECTIVES
The research objectives are as follows:
1. To investigate student on the impact of Virtual Learning Environment.
2. To know the level at which the students are familiar with Virtual Learning Environment.
3. To know the confident of students on Virtual Learning Environment during the COVID-
19 pandemic
4. To investigate students on the way forward in Virtual Environment Learning.
4.0 METHOD
The quantitative research was carried out in the form of an e-questionnaire allowing
analysis with Excel. Since my questionnaire was done online, so it was sent to students via email.
Over (30 mails) was sent to the student but (20 mails) was received back. The questionnaire was
sent among the students in the University of Wales Trinity Saint David London Campus. To
establish a minimum representative sample a sample size calculation was conducted (confidence
level 95%). In order to generate representative results a response rate of 60% was required a
minimum sample size of 30.
8 research questions (RQ) were posed.
1. What is your favorite holiday destination?
2. Have you heard of virtual learning?
3. Do you prefer virtual learning compare to in class?
4. How satisfy are you with UWTSD student support?
5. How familiar are you with the term moodle?
6. Is there any way you can support moodle?
7. How confident are you with using moodle during covid-19 pandemic?
8. Virtual learning the way forward in learning.
The survey was carried out online using e-questionnaire. The questionnaire was constructed
in a way that the respondent will tick on the options given. Some questions consisted two selected
points (Yes or No) to which respondents selected a point on a Likert scale. Some shows how

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confident they are during Virtual Learning (confident or very confident) and while some three
selected points (Yes, No, or Not sure). The survey was open for completion for 1 week and they
were encouraged to ensure a sufficiently large sample was obtained.
5.0 RESULTS
Table 1, presents the result of the question ‘what is your favorite holiday destination
question?’ of the respondents 60% comment on the question and while 6.67% did not comment
on the question indicating that respondents has favorite holiday destinations.
ANSWER OPTIONS COMMENT NO COMMENT
What is your favorite holiday 18 2
destination question? (60%) (6.67%)
Table 1.
Table 2, presents the result of the question ‘Have you heard about virtual learning?’ of the
respondents (53.3%) replied that they have heard about virtual learning,. While (13.3%) replied
that they have not heard about virtual learning.
ANSWER OPTIONS YES NO
Have you heard about virtual 16 4
learning? (53.3%) (13.3%)
Table 2.
Table 3, presents the result of the question’ Do you prefer virtual learning compare to in
class?’ of the respondents (43.3%) replied that they prefer virtual learning than face to face while
(13.3%) replied that they do not prefer virtual learning to face to face learning because it is not
effective, while (10%) was not sure whether they prefer virtual learning than face to face
learning.
ANSWER OPTIONS YES NO NOT SURE
Do you prefer virtual 13 4 3
learning compare to in (43.3%) (13.3%) (10%)
class.?

Table 3.
Table 4, presents the result of the question ‘How satisfy are you with UWTSD student
support?’ of the respondents (46.6%) was satisfied with UWTSD student support, while (20%)
was very satisfied with UWTSD student support.

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ANSWER OPTIONS Satisfied Very satisfied Not satisfied
How satisfy are you 14 6 0
with UWTSD student (46.6%) (20%) (0%)
support?

Table 4.
Table 5, presents the results of the question ‘How familiar are you with term moddle? Of
the respondents (23.3%) was very familiar with the term moodle, while (33.3%) was familiar
with the term moodle, and (10%) replied that they were not familiar with term moodle.
ANSWER OPTIONS Very familiar Familiar Not familiar
How familiar are you 7 10 3
with the term moddle? (23.3%) (33.3%) (10%)

Table 5.
Table 6 presents the result of the question ‘ Is there any way you can support moddle?’
and with the results obtained all the respondents did not support moddle in anyway.
ANSWER OPTIONS YES NO
Is there any way you can 0 20
support moodle? (0%) (66.67%)

Table 6
Table 7 presents the result of the question ‘How confident are you with using moodle
during the Covid-19 pandemic?’ of the respondents (60%) was confident using the moodle during
the Covid-19 pandemic, while (6.67%) was very confident using the moodle during Covid-19
pandemic.

ANSWER OPTIONS Confident Very confident

Table 7

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 Table 8 presents the result of the question ‘Is Virtual Learning the way forward in
Learning’ of the respondents (50%) agreed to the fact that virtual learning is a way forward in
learning while (16.67%) did not actually agreed that virtual learning is the way forward in
learning.
ANSWER OPTIONS YES NO NOT SURE
Virtual Learning the 15 0 5
way forward in (50%) (0%) (16.67%)
Learning

Table 8.
From the above result I can deduce that virtual learning is a way forward in learning as at
this moment due to the Covid-19 pandemic and it will help some students to be familiar with
moodle and have more knowledge in learning virtually.

6.0 CONCLUSION
This research confirms that the use of Virtual Learning Environment encourages independent
learning with the opportunity to learn informally at a time, place and pace to suit the learner
providing flexibility for students to fit course work around busy lives (JISC, 2017). It also
suggest that it helps the development of independent learning. And also the use of Virtual
Learning Environment for learning and teaching increases students’ motivation to learn.
Vygotsky (2018) emphasized that conceptual learning was a collaborative effort
that required supportive dialogue, so it is reasonable to assume that online
discussion via a VLE has the potential to enhance both collaboration and concept
development.

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