How Does Student Access to a Virtual Learning Environment (VLE) Change During Periods of Disruption?

Higher Education often faces disruptions to teaching due to wider events, such as industrial action by staff or the recent COVID-19 pandemic (Li et al., 2022). Digital learning tools (such as Virtual Learning Environments, VLEs) can be used to support teaching and learning processes reducing the impact of disruptive events. This case study, compares student VLE behaviour across three consecutive cohorts featuring two "typical” university semesters (2016 and 2017), and one semester (2018) which featured industrial action. Learning analytics from students' activity on the VLE system analyzed. Findings show that high-and middle-performing students tend to increase their use to compensate for the lack of teaching, whilst lower-performing students reduce their access possibly due to lower levels of self-efficacy and self-regulation. These findings suggest that educators need to consider how VLEs could be designed to support students when learning should be delivered through an asynchronous online learning environment. For example, educators should consider designing VLE spaces that promote flexibility, and supporting self-regulation, whilst also providing clear guidance on structuring learning activities. © 2023, North American Business Press. All rights reserved.

Digital capabilities, study practices and COVID-19 pandemic: A case study of veterinary and psychology undergraduate students in the UK

Higher Education (HE) curriculum embeds learning technology to allow students to participate in e-learning activities and to enhance their digital capabilities meeting 21st century demands. Teachers expose students to the use of different digital learning tools promoting interactive, engaging, and collaborative learning processes. Many researchers have studied how digital capabilities could be integrated into university curricula. This study compares Psychology and Veterinary Science students' study processes, the usage of digital devices and applications, digital capabilities in the context of their self-regulation skills during the COVID-19 pandemic. Based on Ng's framework (2012a, b), threedimensions of digital capabilities are explored: 1. technical (e.g., connection and use of devices and their peripherals), 2. cognitive (e.g., ability to think critically in the search, evaluate and produce digital information) and 3. social-emotional (e.g., ability to use the Internet for communication, collaboration and learning purposes). An online survey was distributed to the two disciplines' students after the University's decision to shift teaching from blended learning to emergency remote online teaching. The study's main results indicated that Veterinary and Psychology students' (n = 356) digital capabilities, even after controlling for self-regulation skills, showed significant differences. The nature of the curriculum had a strong influence on students' digital practices and digital capabilities. Students with high self-regulation tended to demonstrate positive attitudes to digital learning and engagement. The comparative analysis highlights the importance of considering how to engage students, particularly those with low self-regulation and digital capabilities in their studies, paying attention to nurturing technology self-efficacy and scaffolding their learning, as well as discussing the challenges and opportunities that emerge for university teachers in different e-learning contexts. © 2021 Nova Science Publishers, Inc.