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首页> 外文期刊>Education and information technologies >Medium for empowerment or a 'centre for everything': Students' experience of control in virtual learning environments within a university context
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Medium for empowerment or a 'centre for everything': Students' experience of control in virtual learning environments within a university context

机译：赋权的媒介或“一切中心”：学生在大学环境中虚拟学习环境中的控制经验

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摘要

In maximising opportunities to nurture rich and productive learning communities, there is a need to know more about the cultures and sub-cultures that surround virtual learning environments (VLEs). Drawing from a small-scale interview study of students' digital practices, this paper explores how different discourses may have patterned a group of students' experiences of VLEs. Unlike studies which have focused upon evaluations of specific projects or interventions, this study investigated their experience across their course. It explores the student identities they associated with digital environments and the power relationships which seemed to pattern how they positioned themselves (or felt positioned) as learners. Whilst none were intimidated by technical aspects, the student identities available to them seemed to vary, as did their perceptions of the student identities associated with university-sponsored digital environments. The analysis considers three aspects of their experience: how they related to the VLE itself, how they related to others through this, and the alternative communities they created to attempt to manage their engagement with the VLE. The paper concludes by arguing for further research which focuses on the broader student experience across courses in order to explore how university-based digital environments intersect with students' identities as learners.
机译：在最大限度地利用机会来培育丰富和生产性的学习社区时，需要更多地了解围绕虚拟学习环境（VLE）的文化和亚文化。通过对学生的数字实践进行的小型访谈研究，本文探讨了不同的话语如何构成一组学生的VLE体验。与专注于特定项目或干预措施评估的研究不同，本研究调查了他们在整个课程中的经验。它探索了他们与数字环境相关联的学生身份以及力量关系，这些关系似乎在模仿他们如何定位自己（或感觉定位）为学习者。尽管没有人被技术方面的因素所吓倒，但他们可利用的学生身份似乎有所不同，他们对与大学资助的数字环境相关的学生身份的看法也有所不同。该分析考虑了他们的经验的三个方面：他们与VLE本身的关系，通过此方法与他人的关系以及他们创建的尝试管理与VLE互动的替代社区。本文最后通过争论进行了进一步的研究，其重点是跨课程的更广泛的学生体验，以探索基于大学的数字环境如何与学生的学习者身份相交。

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