Abstract:

The University of Bedfordshire undertook a great deal of work during the COVID pandemic to convert its VLE (Virtual Learning Environment) to BlackBoard’s Ultra environment. We have been successfully using this system for the last 3 years. However, the influence of AI, the need to diversify the learning opportunities we offer to students has prompted us to reflect upon how we approach the use of technology, specifically through the medium of the VLE. This review is part of a wider digital rethink and-review, and forms the basis of our efforts initiate a digital revolution to support our students in an organisational effort to develop hybrid and hyflex learning approaches. Our first step on this journey was to consult our staff and students to determine the potential for driving forward digital learning. The analysis is important, as many of the students who are studying with us experienced learning at different levels, including school, college, and University, during the COVID pandemic. Using a survey instrument we conducted research into students’ experiences of BlackBoard’s Ultra system, to determine students’ positions on their experiences of learning digitally, support and development of digital learning, and finally to explore students’ requirements for future developments. This was supported by interviews of academic and support staff focus groups, which we use as a counterpoint to the student survey. We take the opportunity to reflect upon prior work conducted and published by the University's Digital Learning team published at this conference series and in other academic publications. Our survey data highlights an increased need for personalised learning solutions, AI-driven analytics, and enhanced virtual collaboration tools. The study's implications extend to educators and VLE developers, highlighting a shift towards more adaptive, responsive, and learner-centred digital education platforms. The conclusions drawn underline the urgency of integrating AI capabilities in VLEs to cater to the diversified and dynamic needs of the post-COVID educational environment. The paper will be useful for academic colleagues considering how they may instigate digital change at their institution, and for those practitioners and managers who want to examine the digital developments of an institution over a period of 4 years. It will provide an understanding of the direction of travel, and how digital learning developments.

Keywords:

VLE, development, students, learning, staff, pedagogy, survey.