Learning how to learn using a virtual learning environment for philosophy

Research output: Contribution to journalArticle

17 Citations (Scopus)

Abstract

Many students find theoretical subjects hard and challenging. Although they may pass modules in the subject, they often fail to attain a deeper, conceptual understanding. coMentor, a virtual learning environment on the WWW was developed to support such conceptual subjects by providing facilities for debate, discussion, groupwork, resource sharing and vicarious learning. The system was evaluated with undergraduates taking a philosophy module. Although there was no unequivocal evidence of gains in final assessment in those using the system, there was evidence of other forms of learning. Students learned from seeing each other's work, from having to 'write' down their ideas and share them with others and they adopted learning styles that were beneficial to learning a theoretical subject matter. Using a Learning Styles Inventory Scale, those using coMentor showed higher levels of deep learning and significantly higher levels of strategic learning than those who used the system little.

LanguageEnglish
Pages221-231
Number of pages11
JournalJournal of Computer Assisted Learning
Volume15
Issue number3
DOIs
Publication statusPublished - Sep 1999

Fingerprint

learning environment
Students
World Wide Web
learning
learning method
evidence
philosophy
student
resources
Deep learning

Cite this

@article{1d0bedb8de2e4530a3df3c259dd7e5c7,
title = "Learning how to learn using a virtual learning environment for philosophy",
abstract = "Many students find theoretical subjects hard and challenging. Although they may pass modules in the subject, they often fail to attain a deeper, conceptual understanding. coMentor, a virtual learning environment on the WWW was developed to support such conceptual subjects by providing facilities for debate, discussion, groupwork, resource sharing and vicarious learning. The system was evaluated with undergraduates taking a philosophy module. Although there was no unequivocal evidence of gains in final assessment in those using the system, there was evidence of other forms of learning. Students learned from seeing each other's work, from having to 'write' down their ideas and share them with others and they adopted learning styles that were beneficial to learning a theoretical subject matter. Using a Learning Styles Inventory Scale, those using coMentor showed higher levels of deep learning and significantly higher levels of strategic learning than those who used the system little.",
keywords = "Asynchronous discussion, Higher education, Learning styles, Philosophy, Vicarious learning, Virtual learning",
author = "Gibbs, {Graham R.}",
year = "1999",
month = "9",
doi = "10.1046/j.1365-2729.1999.153096.x",
language = "English",
volume = "15",
pages = "221--231",
journal = "Journal of Computer Assisted Learning",
issn = "0266-4909",
publisher = "Wiley-Blackwell",
number = "3",

}

Learning how to learn using a virtual learning environment for philosophy. / Gibbs, Graham R.

In: Journal of Computer Assisted Learning, Vol. 15, No. 3, 09.1999, p. 221-231.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Learning how to learn using a virtual learning environment for philosophy

AU - Gibbs, Graham R.

PY - 1999/9

Y1 - 1999/9

N2 - Many students find theoretical subjects hard and challenging. Although they may pass modules in the subject, they often fail to attain a deeper, conceptual understanding. coMentor, a virtual learning environment on the WWW was developed to support such conceptual subjects by providing facilities for debate, discussion, groupwork, resource sharing and vicarious learning. The system was evaluated with undergraduates taking a philosophy module. Although there was no unequivocal evidence of gains in final assessment in those using the system, there was evidence of other forms of learning. Students learned from seeing each other's work, from having to 'write' down their ideas and share them with others and they adopted learning styles that were beneficial to learning a theoretical subject matter. Using a Learning Styles Inventory Scale, those using coMentor showed higher levels of deep learning and significantly higher levels of strategic learning than those who used the system little.

AB - Many students find theoretical subjects hard and challenging. Although they may pass modules in the subject, they often fail to attain a deeper, conceptual understanding. coMentor, a virtual learning environment on the WWW was developed to support such conceptual subjects by providing facilities for debate, discussion, groupwork, resource sharing and vicarious learning. The system was evaluated with undergraduates taking a philosophy module. Although there was no unequivocal evidence of gains in final assessment in those using the system, there was evidence of other forms of learning. Students learned from seeing each other's work, from having to 'write' down their ideas and share them with others and they adopted learning styles that were beneficial to learning a theoretical subject matter. Using a Learning Styles Inventory Scale, those using coMentor showed higher levels of deep learning and significantly higher levels of strategic learning than those who used the system little.

KW - Asynchronous discussion

KW - Higher education

KW - Learning styles

KW - Philosophy

KW - Vicarious learning

KW - Virtual learning

UR - http://www.scopus.com/inward/record.url?scp=0033247688&partnerID=8YFLogxK

U2 - 10.1046/j.1365-2729.1999.153096.x

DO - 10.1046/j.1365-2729.1999.153096.x

M3 - Article

VL - 15

SP - 221

EP - 231

JO - Journal of Computer Assisted Learning

T2 - Journal of Computer Assisted Learning

JF - Journal of Computer Assisted Learning

SN - 0266-4909

IS - 3

ER -