Key+Issue+2+-+redraft

Explanation and brief justification for the key issue your group selectedCritique of // WileyPLUS // in relation to the key issue
 * The project key issue is to explore the accessibility and usability of //WileyPLUS// from the learner's perspective. Wiley (2009) identify several learner challenges in their White paper, those of poor student preparedness, difficulty in absorbing course information and practise of course materials to increase understanding of topics. With these three challenges in mind the following questions are addressed:**
 * 1) **Is W//ileyPLUS// accessible to all students?**
 * 2) How easy is the multi-mode system of delivery to navigate?‍‍‍‍‍‍‍
 * 3) How does the accessibility of practise materials increase learner understanding?


 * Wiley (2009) claims that lecturers complain that students don’t read enough, their time management is poor and that they are averse to spending any time on homework or general preparedness outside class time. If this is true, is //WileyPLUS// the answer that students are looking for? Is it an engaging, absorbing, time efficient, personalised and motivating VLE that will enhance the learner experience?**

Accessing //WileyPLUS// seems to be easy, a direct link followed by a username and password. Couldn’t be easier but feedback found on Facebook (2011b) pages and on the official Wiley PLUS Facebook (2011a) page would suggest that maybe there are frustrations with the accessibility this was mainly attributed to course codes and a system that crashed. //WileyPLUS// do respond, however, with solutions to these problems. LittleJohn & Pegler (2007) commented on the increased access to portable and mobile wireless devices which offer greater opportunities to learners by allowing access in a variety of locations where access would otherwise be impossible. However, with regards to //Wiley//PLUS learners found that some of //WileyPLUS// materials are operated by Flash and therefore not ‍‍‍‍‍‍‍iPad‍‍‍‍‍‍‍/iPod compatible. This meant learners who regularly use their iPad/iPod for some of //WileyPLUS// activities needed access to a laptop or PC to complete these activities. A learner who is frustrated or demotivated by their networked learning experience is unlikely to do well and is unlikely to volunteer to try networked learning again (Hara & Kling,1999). The same is true for navigating VLE's. The case study team found //WileyPLUS// very simple to navigate with a clear Read, Study and practice area, assignment area and Gradebook (Figure 1). In addition the VLE has a n easy to use section on class announcements, information and system announcements to facilitate communication of information‍‍‍‍‍‍‍ (Figure 2). ‍‍‍‍‍‍‍Smith & Mainka (2010) rate this as their top priority when evaluating accessibility. Figure 1. Key //WileyPLUS// education areasFigure 2. Key //WileyPLUS// course administration areas
 * 1) **Is W//ileyPLUS// accessible to all students?**

2. **How easy is the multi-mode system of delivery to navigate?**‍‍‍‍‍‍‍ The multi-mode content within //WileyPLUS// is varied with listening materials, pictorial representations, written information, relevant texts, quizzes and assessments.Which will cater for different learning styles and preferences (Race, 2007). Learners can chose the activity that best meets their needs. ‍‍‍‍‍‍‍Smith & Mainka (2010)identify important features which feature strongly in //WileyPLUS// such as clear visual design, readable text and alternative means for navigating content. There is enough active learning to keep the learners engaged and‍‍‍‍‍‍‍ motivated‍‍‍‍‍‍‍. Activites are easy to use and complement text-based explanations effectively (Smyth & Mainka 2010) and are presented in manageable chunks (Race (2007). However, success of blended learning for students will depend on their personal preference. For many students, working in a computer-mediated fashion alone is discomforting and unproductive. While for, others the opportunity to work at their own pace and with minimal teacher intervention is quite powerful (Oliver et al, 2006) This will make the navigation experience different for every student. It may be that where learners have never used a computer before, they will require some introduction and an opportunity to aquire and practise basic skills (Littlejohn, Al & Pegler C 2007) which will enhance their navigation skills. Within //Wiley//PLUS there are a lot of 2 minute tutorials for the lecturer but very limited for the learner with only one on ‘read, study and Practice’ and one on ‘assignments’. There is a technical support area but all the training seems to be aimed at the lecturer rather than learner.

3**.How does the accessibility of practise materials increase learner understanding?** One aspect of online learning that empowers students is the instant formative feedback provided for assessments and quizzes; feedback has been described by Race (2007, p. 74) the ‘oil that lubricates the cogs of understanding’ Within //WileyPLUS// there are ample opportunities to practice with the materials in their course. As students can practise as many times as they need or want to, this is likely to enhance their learning although some activities e.g. multiple choice questions may encourage rote learning rather than deep learning, which is preferable (Race 2007). There criticisms of the quizzes on //WileyPLUS// by Facebook (2011a, 2011b) contributors made reference to convoluted questions, unfair point scoring systems and questions only having a 3 attempts facility. This suggests that where all looks to be in good working order on the surface, on closer inspection and knowing the content, there may be occasional errors which the support team endeavour to correct. //WileyPLUS// Facebook page (2011a) has many students who praise the practice elements of //WileyPLUS// and comment positively on the quality of its activities and design.