A Phenomenological Investigation of Self-Directed Learning being Supported or Enhanced within a Virtual Learning Environment

Abstract

Virtual Learning Environments (VLEs) has become commonplace in higher education institutions with limited research available into how learners perceive and experience VLEs. This exploratory phenomenological investigation aims to address this lack of evidence. The study is focussed on learners who are currently (2018) attending the Multimedia Programme delivered via a blended VLE. The programme is one of an extensive range of training programmes delivered by the Education and Training Board (ETB). The possible benefits of this research are that it will help to inform and influence the future enhancement of the Multimedia programme in terms of design, content, delivery, and other factors that impact on learners’ perceptions of VLEs. The literature has been helpful in that it has accentuated research into the area of blended learning environments, and specifically VLEs. A qualitative questionnaire was completed containing three sections of both open and closed ended questions enabling data to be gathered that gave deep insights into learners’ views of the VLE. The study data from 19 participants was analysed and summarised to identify emergent themes. The research found the participants conveyed both positive and negative perceptions of the VLE. Key areas identified were; Learner Satisfaction with the VLE; Support and Enhancement; Motivation; Technical and Social Issues. Recommendations include benefits in conducting further research at other sites where the Multimedia Programme is delivered. Areas for improvement contain design of the VLE, technical support for learners, increased interaction between tutor and learner, and learner to learner to enhance the overall learning experience.