CU Group Anthony Aylmer David Millward Lee Ward Widening Participation, Narrowing the Gap: Virtually…

Introduction to CU Coventry and Motivation for Analysis Impact = Large number of Widening Participation students

Interventionist Approaches to WP and the VLE Academic Utilitarian Transformative

Key Considerations Bourdieu (1930-2002) Cultural Capital Habitus Social Fields

VLE Usage and Success Generally inconclusive and variable findings “VLE activity is associated with high grades, but low activity does not necessarily imply low grades” (Boulton, Kent and Williams, 2018) “Correlations were generally weak” (Morrice and Demian, 2012) Boulton, C. A. Kent, C. Williams, H.T.P. (2018) ‘Virtual learning environment engagement and learning outcomes at a ‘bricks-and-mortar’ university’, Computers and Education, 126: 129-142 Morrice, J. Demian, P. (2012) ‘The use of virtual learning environments and their impact on academic performance’ Engineering Education, 7 (1), 11 - 19.

CU Group Virtual Learning Environment Approach The VLE used at CU Coventry is Moodle is set up in two stages: Stage one - A standard template structure to make sure each page has key components in terms of content and support sections Stage two - Tailored by the tutor to meet the needs of the specific module to contextualise the content The resources we used for the analysis were carefully selected based on there perceived relevance to VLE engagement: URL – Links to content, further reading FILE – PowerPoints, documents, assessment guidance, Scorm/bespoke software QUIZ – Multiple choice quizzes, revision BOOK – Online content usually bespoke

Focus Three Level 4 undergraduate modules; 39 Combined Engineering students 52 Biological and Chemical Sciences students 51 IT Practitioner students Engagement was measured by the amount of ‘clicks’ performed by each student on their individual Moodle pages Focus on interactions which took place with module content, quizzes, further reading and assessment guidance

Focus - Continued Students in the three modules analysed into WP and non- WP POLAR3 definition of WP used as this was the current measure at the time Spearman’s Rank, within the guidance set out by Evans (1996), used to conduct an analysis into a potential correlation of VLE engagement and student pass rates within the modules identified Evans, J. D. (1996). Straightforward statistics for the behavioural sciences. Pacific Grove, CA: Brooks/Cole Publishing

Findings A very strong correlation for the Engineering WP students, and a moderate correlation for both the Information Technology and Biological and Chemical Sciences students This is in contrast to the very weak correlation the non-WP Engineering students displayed, and the weak correlation displayed within the Biological and Chemical Sciences results

Reflections Limited research examining the link between WP students and online learning spaces…and the impact of this on performance outcomes Evidence does suggest that blended learning could successfully support WP students by providing ‘a sense of a learning community’ (Jones and Lau, 2010) Students may find it easier to examine ‘complex issues in a safe environment’ (Skinner, 2015) Jones, N. Lau, A.M.S. (2010) ‘Blending Learning: Widening Participation in Higher Education’, Innovations in Education and Teaching International, 47 (4), 405-416 Skinner, E. (2004) ‘Using a Virtual Learning Environment (VLE) to create a community of learners studying people and place’, Planet, 12:1, 10-12, DOI: 10.11120/ plan.2004.00120010

Questions to Consider A small scale analysis that requires further research but… VLE = ‘safe space’ vs a ‘hiding place’? More targeted (WP/non-WP) VLE development/construction? - If so, how could/should the VLE look/be used? - Or would such a distinction be unhelpful/detrimental? Type of VLE? Implications for blended learning/distance learning? Specific research on VLE, WP and the aforementioned Bourdieusian concepts