Abstract:

The recent Covid-19 pandemic has increased the velocity of the digitalisation of higher education, including the use of e-learning packages (Li and Lalani, 2020). Increasingly, the argument that the (near) future of third level education, and, indeed, any level of education, is a virtual, interactive whiteboard or screen is gathering momentum. The key objective of this paper is to disseminate preliminary findings from delivering courses in a digital configuration using a third-party (external) online learning platform, in addition to the institution’s own virtual learning environment. Out of a first-year undergraduate class of 190 students enrolled in an Organizational Behaviour module, 33 students completed a survey and took part in focus groups. The module was delivered in a hybrid format containing on-demand and live online sessions. Activities, tasks, assessments, and functions from the external online learning platform were used in both modes of delivery. An important feature of the external platform was interactive video case studies testing student’s ability to apply knowledge on real-life scenarios, and for them to witness potential consequences of their actions and decisions made during the activity. A function that works well in a simulation environment (online), especially in large classes. In addition, the external platform provided many other features, including an eBook, a function for taking notes and highlighting text, customised multiple-choice tests, etc. The main finding is that, overall, students’ experience was predominantly ‘somewhat positive’ and ‘very positive’. However, the integration of the third-party learning platform with the internal virtual learning environment did present some issues, impacting students’ experience and engagement. A key finding is that such a configuration of delivering higher education courses can be only complementary to traditional delivery, given its accessibility, layout, and complexity. Moreover, the assumption that younger adults are digitally native (Michael, 2011) is challenged and a framework for the digitalisation of higher education drawing on Kane et al.’s (2019) digital maturity model is proposed. The paper offers recommendations to how such complementary teaching tools can be successfully adopted and integrated by offering key lessons learned.

Keywords:

Virtual learning environment, student experience, third party.