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

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

3. Interventionist Approaches to WP and the VLE
Academic
Utilitarian
Transformative

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

5. 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:
Morrice, J. Demian, P. (2012) ‘The use of virtual learning environments and their impact on academic performance’ Engineering Education, 7 (1),

6. 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

7. 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

8. 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

9. 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

10. 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),
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: / plan

11. 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