Key+issue

Explanation and brief justification for the key issue your group selected Critique of //WileyPLUS// in relation to the key issue

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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) =====How easy W//ileyPLUS// is to access and navigate?=====
 * 2) Does the multi-mode system of delivery engage the‍‍‍‍‍‍‍ learner? ‍‍‍‍‍‍‍
 * 3) What opportunities exist to practise materials?

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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?=====

1. How easy //WileyPLUS is to access and navigate?//
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. Another learner complaint regarding accessibility was that some //WileyPLUS// materials are operated by Flash and therefore not ‍‍‍‍‍‍‍iPad ‍‍‍‍‍‍‍/iPod compatible. This was annoying several learners who regularly use their iPad/iPod for some of //WileyPLUS// activities but need to use a laptop or PC to complete the rest. 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). This 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. These authors also identify other important features which feature strongly in //WileyPLUS// such as clear visual design, readable text and alternative means for navigating content.



Figure 1. Key //WileyPLUS// education areas



Figure 2. Key //WileyPLUS// course administration areas

2. Does the multi-mode system of delivery engage the learner? The multi-media 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). Activities are constructively aligned to the learning outcomes provided (Biggs & Tang, 2007), 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)

3. What opportunities exist to practise materials? 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. This coupled with the Gradebook enables students to be in control of their own learning by keeping up to date with their own ‍‍‍‍‍‍‍achievements ‍‍‍‍‍‍‍. 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, again it is unreliable information and hearsay but references were made to convoluted questions, unfair point scoring systems and questions only have the facility for 3 attempts. 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.

One element of engagement that does not exist within //WileyPLUS// is group collaboration, a space where not only could a student communicate with their lecturer but their peers too. This could be a discussion area or a closed chat room. On-line learning can be a lonely place but with the ability to exchange information and ask your class questions, the learners would know they had a support network available and this in turn would ease some of the concerns and discomfort. As Barab, Squire and Deuber (2000) discuss that "authenticity occurs not in the learner, the task, or the environment, but in the dynamic interactions among these various components......authenticity is manifest in the flow itself, and is not an objective feature of any one component in isolation” ‍‍‍‍‍‍‍(p.38). ‍‍‍‍‍‍‍ Race (2007) and Smyth & Mainka (2010) emphasise the value of online learning spaces for both support and learning.

Wiley has good flow within its environment, it is creative and presents dynamic activities but lacks the functionality to interact with other learners and lecturers. It is said by Vygotsky that learning can move forward with quality interactions of peers which pushes learners into the ‘zone of proximal’ development. which makes previously difficult areas easier to learn and increases absorbtion of topics. //WileyPLUS// would definitely benefit from this functionality.