Evaluation of questionnaires Suggestions for choosing a VLE Anton van den Brink and Paul Dirckx

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Evaluation of questionnaires-Suggestions for
choosing a VLEAnton van den Brink and Paul
Dirckx
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Comparative study

• Method
• Lists of questions and statements drawn up
• Prepared lists completed by Velvitt participants
• Results ordered and compared
• Results summarised

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Questions and statements relating to

• Managers
• Developer
• Teachers
• Students

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Comparative study

• Four virtual learning environments are compared
• VLE used within the participating institutions

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Didactic functions

• Cooperation possibilities
• Communication forms
• Coaching and support
• Test and question system
• Provision for managing competence and skills
• Possibilities for adding content

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Educational organisation

• Portfolio
• Presentation area
• Bookmarks and work pieces
• Personal homepage
• Student monitoring system
• Recording opened pages
• Grade list
• Study results

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Technical aspects
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Considerations when selecting a VLE

• What types of VLE are available on the market?
• What is your user situation?
• What demands are placed on the VLE in question?

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Types of VLE

• Three main functions of the VLE
• Course material / test section
• Communication / cooperation section
• Organisation / registration section

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User situation

• Distance learning as
• a supplement to existing possibilities
• a replacement of a part of the curriculum or
  course
• the dominant teaching form

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Demands on the VLE

• Intention
• Climate
• Technical and Management aspects
• Costs
• Roles and user requirements

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Conclusions and recommendations
WebCT Blackboard N_at_Tschool Moodle
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The best VLE is the VLE that best suits you!

• Intention of use
• Need for flexibility and openness
• The budget (for fixed and variable costs)