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ERIC Number: EJ959029
Record Type: Journal
Publication Date: 2011
Pages: 8
Abstractor: As Provided
ISSN: ISSN-0965-948X
Are Mash-Ups the Future for Online Learning Platforms? Psychology A-Level Students' Judgements about VLE and MUPPLE Interfaces
Jarvis, Matt; Gauntlett, Lizzie; Collins, Hayley
Psychology Teaching Review, v17 n2 p83-90 Aut 2011
Virtual Learning Environments (VLEs) have become ubiquitous in colleges and universities but have failed to consistently improve learning (Machin, 2007). An alternative interface can be provided in the form of a mashed-up personal learning environment (MUPPLE). The aim of this study was to investigate student perceptions of its desirability and utility in comparison to their existing VLE. A psychology-oriented MUPPLE was constructed using a free online mash-up platform. A focus group of psychology A-level students was asked to identify likely advantages and disadvantages of the MUPPLE as compared to their existing VLE interface. They identified five potential advantages of the MUPPLE interface; aesthetics, congruence with online apps used outside formal education, user control, utility as an aid to A-level study, and likely utility as an aid to undergraduate study. With regard to utility as an aid to A-level study, the focus group expressed concern that, whilst the MUPPLE interface would be likely to enhance independent study, that this might not in turn advantage A-level students. However, no advantages were attributed to the VLE interface. Sixty-five psychology A-level students assessed a MUPPLE and a VLE interface against the five criteria identified by the focus group. A within-subjects MANOVA revealed significant preferences for the MUPPLE interface on all five criteria. Implications for psychology education are discussed, and further research is called for. (Contains 2 figures and 1 table.)
British Psychological Society, Division for Teachers & Researchers in Psychology. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-1162-529551; Fax: +44-1162-271314; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom