The first year experience as the context of use

Kirsten From*, Pernille Rattleff

*Corresponding author for this work

Research output: Contribution to conferencePaperCommunication

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Abstract

The Technical University of Denmark (DTU) is implementing a new Learning Management System (LMS). Successful scaffolding via an LMS requires in-depth knowledge about how students perceive and use the content and the system. According to the Situated Action-approach, however, human activity and thinking is based on a "swarm of contingencies”. Thus, nothing can be understood without first understanding its context (Button & Sharrock, 2009, p. 78). This implies that careful design of content and flows in the LMS will fall short of supporting student learning, if teachers fail to understand the contingencies surrounding the students’ use of the LMS, which might impair their focus and understanding. In order to increase our knowledge of students’ use of the LMS an initial qualitative study was carried out. In particular, the aim was to start exploring the context of use: The first year experience, motivation, work pressure, and coherence in order to see which aspects might influence the students’ use of the LMS and their learning process. This preliminary study did reveal that the students experience a significant amount of confusion and stress. Especially the overwhelming transition from being a high-school student to the more independent life of a university student seemed to take a toll on the students. This paper presents and discusses these findings and suggests how they will influence our further study and use of the LMS.
Original languageEnglish
Publication date2020
Number of pages8
Publication statusPublished - 2020
Event48th SEFI annual conference - Online
Duration: 20 Sep 202024 Sep 2020
Conference number: 48

Conference

Conference48th SEFI annual conference
Number48
LocationOnline
Period20/09/202024/09/2020

Keywords

  • Context of use
  • Motivation
  • First year of study
  • LMS
  • E-learning
  • Blended learning
  • Virtual reality
  • Diversity and Inclusiveness

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