The paper presents a project that aims to enhance students experiences and satisfaction through the use of a Virtual Learning Environment. Particularly, it aims at developing a blended learning community to support diverse student population, including students with special learning needs. This project focuses on the teaching/learning aspects of students experiences and satisfaction. Other aspects are geared towards use by student support staff and those whose main responsibility is technical or system administration support. Various methods were used to measure the success of the project and its implementation. Evaluation results show a significant increase in student satisfaction and enhanced progression rate.

1. Enhancing Student Learning Experience and
Satisfaction Using Virtual Learning Environments
Hanan Faour Mohammad Hammoudeh Ahmed Al Ghamdi
Salford Business School School of Computing Math & DT Opportunity Training & Consultancy
University of Salford Manchester Metropolitan University London, UK
Salford, UK Manchester, UK Ahmad@opportunity-tc.co.uk
H.Faour@edu.salford.ac.uk M.Hammoudeh@mmu.ac.uk
Abstract— The paper presents a project that aims to enhance learning material, facilitate collaborative work, involve in
students experiences and satisfaction through the use of a Virtual discussion with peers, and take formative assessments.
Learning Environment. Particularly, it aims at developing a
blended learning community to support diverse student This project is concerned with enhancing students‟
population, including students with special learning needs. This experiences and satisfaction through the use of VLEs.
project focuses on the teaching/learning aspects of students Particularly, it aims at developing a blended learning
experiences and satisfaction. Other aspects are geared towards community to support diverse student population, including
use by student support staff and those whose main responsibility students with special learning needs. Consequently, the main
is technical or system administration support. Various methods outcomes we hope to achieve at the end of this project are:
were used to measure the success of the project and its
implementation. Evaluation results show a significant increase in  Offer students a more flexible mode that may better suit
student satisfaction and enhanced progression rate. the learning style and commitments
Keywords-component; Student experience and satisfaction,  Enable key skills to be developed including
Virtual learning environment, Computer science teaching pedagogy communication, time management, problem solving, and
critical and analytical thinking
I. INTRODUCTION
 Enhance the cognitive, social, and affective dimensions of
This paper provides a description and evaluation of the students‟ experiences using VLEs
implementation of a project that aims to enhance students‟
experiences and satisfaction through the use of a Virtual  To encourage the formation and development of accessible
Learning Environment (VLE). This project supports the and inclusive learning communities
argument that learning should be student-centred [1]. It III. LITERATURE REVIEW
involves working towards identifying the aspects that enhance
the quality of the learning experience. The quality of any Research on student engagement with learning suggests
that when students perceive that they have choices in how to
learning experience is dependent upon complex interaction
learn subject matter they are more engaged and motivated to
among the experiences, attitudes and characteristics of learners,
move beyond simple information acquisition to trying to gain
and the attributes of the „task environment‟ [2]. an understanding of the subject [3]. Chou and Liu [4] also
In the following sections, the project‟s aim and rational is found that engagement with learning was higher when using a
highlighted and its context is set by presenting a concise VLE than when using traditional models of learning. A greater
literature review. Then the implementation methodology is sense of „connectedness‟ among students, and between staff
outlined and the results are discussed. The last section and students, who use VLEs, leads to higher completion rates
concludes the report. when compared with students who did not use VLEs [5].
II. PROJECT OUTLINE AND RATIONAL VLE helps to adapt and develop teaching/learning
provision to permit more personalisation and greater flexibility
Computer Science (CS) teaching in the new millennium to react to the varied needs of today‟s students while ensuring
needs to suit the students‟ needs and employers‟ expectations. they bring a quality service [6]. The learning and teaching
Many CS teachers are characterised by their adverse focus on activities will be designed to provide scaffolding with the
the technology development of VLEs rather than on concepts teacher having the main responsibility for providing the
and teaching pedagogy. To enhance the learners‟ experiences, guidance, but peers also playing a role. As VLE push learners
we tried to engage learners in self-directed and active learning to become more skilled in learning so that they could become
by encouraging them to take responsibility for their learning. more empowered when choosing how they want to learn, a
VLE-based learning encourages learners‟ to locate their own suitable pedagogy such as “Learner-centred pedagogy” [7]

2. must be used. This pedagogy helps to deal with individual engaged with various VLE tools, e.g. forums and
learners variations. formative assessment.
IV. PROJECT IMPLEMENTATION VI. CONCLUSION
Dale & Lane [8] warn that teachers should not assume that We think that this project has generally been a success. It
because they develop interactive material that students will is crucial to be cautious about generalising from a small study
necessarily use it. They suggest a model for encouraging but there are some lessons and conclusions that can be drawn
students to engage with the discussion forums. This model was from this experience.
generalised, slightly adapted, and used to implement this The students found that the VLE has opened up a range of
project. The modified model is comprised of four actions: possibilities in terms of enabling them to engage in a range of
1) View pedagogy as the „driver‟ and technology as the different learning processes appropriate to their personal needs
„enabler‟ [6]. Most of our teaching is based on social and preferences. The project evolution showed that students
constructivist approaches that aim to change the role of felt more supported in their learning and helped us to identify
learners and tutors [9]. areas where students were not engaging actively in the VLE.
2) Formalising VLE facilitated learning: timetable Generally, as teachers we need to have a greater awareness of
students to engage in the VLE and place the VLE in the the individual learning experiences and strategies to facilitate
module guide. VLE-based learning. Moreover, there should be a balance
3) Integrate online materials into traditional lecture-based between learning on-VLE and face-to-face learning depending
sessions to help legitimise the new method. on the experience of students and the discipline. Another area
of success in this project was the obvious student satisfaction
4) Recognise students work and provide constructive
with the way the unit was delivered.
feedback.
5) Map learning to assessment. Many students are mark- REFERENCES
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