Virtual learning spaces: getting them right for students

Virtual learning spaces: getting them right for students

Lecturers encounter challenges in providing engaging virtual learning spaces (VLS) that minimise extraneous cognitive load. Although a number of theories and models promote effective digital pedagogy, there is little research on how design of VLS's contributes to the
extraneous cognitive load impacting on students' ability to focus on the intrinsic content and germane learning activities. This action research investigates first year nursing students' experience of online learning and their effort to navigate the human-computer interface.
Action research was chosen to monitor, inform and adjust the VLS of a new course using three consecutive online surveys. Results provided baseline demographic data on the
respondents' initial experience with VLS's and their recommendations for changes to improve the student VLS experience. Findings indicate a strong desire for consistent VLS screen design and structured information architecture for ease of navigation. Respondents preferred consistent VLS screen design and structured navigation schema for the explicit and considered placement of course learning material, social learning tools and associated
activities.

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