Utilising the virtual learning environment to encourage faculty reflection and improve the student learning experience Winchester, Tiffany M. and Winchester, Maxwell K. 2012, Utilising the virtual learning environment to encourage faculty reflection and improve the student learning experience. In Wankel, Charles and Blessinger, Patrick (ed), Increasing student engagement and retention using immersive interfaces : virtual worlds, gaming and simulation, Emerald Group Publishing, Bingley, England, pp.341-368, doi: 10.1108/S2044-9968(2012)000006C015. Attached Files Name Description MIMEType Size Downloads winchester-utilisingthe-post-2012.pdf Post print application/pdf 584.73KB 80 Title Utilising the virtual learning environment to encourage faculty reflection and improve the student learning experience Author(s) Winchester, Tiffany M. Winchester, Maxwell K. Title of book Increasing student engagement and retention using immersive interfaces : virtual worlds, gaming and simulation Editor(s) Wankel, Charles Blessinger, Patrick Publication date 2012 Series Cutting-edge technologies in higher education : v.6C Chapter number 13 Total chapters 13 Start page 341 End page 368 Total pages 28 Publisher Emerald Group Publishing Place of Publication Bingley, England Keyword(s) virtual learning environment student learning experience faculty reflection student evaluations of teaching (SETs) Summary Student evaluations of teaching (SETs) are the most frequent form of faculty performance in the classroom, though they tend to be used as summative rather than formative evaluations. In this chapter, a project involving the use of a virtual learning environment for formative, weekly SETs is explored from both the student and faculty point of view at a rural university college in the United Kingdom. This project encouraged student participation in creating the learning environment and faculty reflection on how to improve the student experience. From the student perspective, the weekly anonymous evaluations were useful for providing feedback; however, students tended to only respond if they were not satisfied with the faculty member. The exception to this was that some students were more motivated to complete the evaluation forms if they believed the faculty member was utilising their feedback. From the faculty perspective, the feedback was not as detailed as they had expected, and some questioned whether it was worth the effort of conducting formative evaluations if the response rate was so low. Others used the feedback for reflective purposes, and it was found that those that reflected on their work at higher levels tended to receive a greater year-on-year increase in their end of year teaching evaluations. Notes Reproduced with the kind permission of the copyright owner. This article is © Emerald Group Publishing and permission has been granted for this version to appear here. Emerald does not grant permission for this article to be further copied/distributed or hosted elsewhere without the express permission from Emerald Group Publishing Limited. ISBN 978178902400 9781781902417 ISSN 2044-9968 Language eng DOI 10.1108/S2044-9968(2012)000006C015 Field of Research 130303 Education Assessment and Evaluation Socio Economic Objective 970113 Expanding Knowledge in Education HERDC Research category B1 Book chapter Copyright notice ©2012, Emerald Free to Read? Yes Persistent URL http://hdl.handle.net/10536/DRO/DU:30050731 Document type: Book Chapter Collections: Faculty of Business and Law Deakin Business School Open Access Collection Related Links Link Description Connect to published version (restricted access) Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au. Versions Version Filter Type Wed, 20 Feb 2013, 14:36:45 EST Mon, 25 Feb 2013, 08:54:01 EST Mon, 25 Feb 2013, 08:57:51 EST Mon, 25 Feb 2013, 09:40:06 EST Wed, 02 Jul 2014, 16:00:08 EST Fri, 21 Nov 2014, 13:05:06 EST Tue, 05 Dec 2017, 12:39:04 EST Fri, 07 Sep 2018, 16:23:43 EST Filtered Full Citation counts:   Cited 0 times in TR Web of Science Cited 0 times in Scopus Search Google Scholar Access Statistics: 339 Abstract Views, 85 File Downloads  -  Detailed Statistics Created: Wed, 20 Feb 2013, 14:36:30 EST by Aysun Alpyurek