A Comparison of User-centered Design In Virtual Learning Environments
Elizabeth Fanning, The University of Virginia, United States
EdMedia + Innovate Learning, in Honolulu, HI, USA ISBN 978-1-880094-73-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This qualitative, multiple case study examined how creators of virtual learning environments determined the roles of their participants and the strategies each used to meet user needs, as evidenced by practicing virtual learning environment developers. The purpose of this study was to examine where professional practice and theory converge, and where theory might expand, based on what virtual learning environment developers are learning through application, adaptation, and experimentation. Cases represented a range of sectors, from academia, to games and entertainment, to advertising. Data were based on elements identified in literature as central for facilitating learning in a virtual or distance-mediated learning environment. This research supports theories of transactional distance and constructivist learning, and suggests an inverse relationship between the extent to which the role of the user is constrained to the responsiveness of the environment to create a learning experience.
Fanning, E. (2009). A Comparison of User-centered Design In Virtual Learning Environments. In G. Siemens & C. Fulford (Eds.), Proceedings of ED-MEDIA 2009--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2793-2802). Honolulu, HI, USA: Association for the Advancement of Computing in Education (AACE).
© 2009 Association for the Advancement of Computing in Education (AACE)