Can Virtual Learning Environments Produce Higher-Order Learning?.
The paper investigates the use of the Interaction Analysis Model to rank and prioritise levels of e-learning dialogue derived from content analyses of transcripts taken from two Higher Education classes. Broad agreement is found from the literature about evaluating the higher-order learning that is demonstrated in e-learning dialogues, and these rankings are used to show that VLEs are capable of delivering pedagogical design that can produce specific behaviours of higher learning. Behaviour representative of higher-order learning was found to be produced by only one group of two that were exposed to the same learning experience, and this is attributed to highly motivated learners. This inadequate pedagogical design and planning arises most probably from a lack of awareness about the specific behaviours sought at higher levels of learning. Recommendations are made for designing instructional programmes that can elicit the behaviours agreed to represent higher-order learning.
