Author
Listed:
- Jessica Lichy
(IDRAC Business school Lyon - Institut pour le Développement et la Recherche d'Action Commerciale - Université de Lyon)
- Vincent Dutot
(Métis Lab EM Normandie - EM Normandie - École de Management de Normandie = EM Normandie Business School)
- Fadia Bahri Korbi
(LIRSA - Laboratoire interdisciplinaire de recherche en sciences de l'action - Cnam - Conservatoire National des Arts et Métiers [Cnam])
- Maher Kachour
(ESSCA - ESSCA – École supérieure des sciences commerciales d'Angers = ESSCA Business School)
- Victor Newman
(UoG - Greenwich Business School - University of Greenwich)
AbstractThis article extends previous research into digital user behavior in learning contexts by examining Gen Z, regarding their digital engagement and managing knowledge transfer in virtual learning environments (VLE). The study adds to the literature on the challenges faced by learners in making use of VLE and the implications for managing innovation in the delivery of knowledge transfer. Data collection was undertaken using a mixed-method approach, combining both an online survey of 200 learners and interviews with 12 instructors and 22 learners about their experiences and perceptions of using VLE. The findings show inconsistencies in user experiences including evidence of disruptive behavior among learners and negative user perceptions, rather than perceiving VLE as an enhanced value proposition. Our insights extend the study of using VLE by furthering the understanding of factors that influence learners' VLE engagement and course satisfaction from their experiences and perceptions of the VLE. Furthermore, we are developing a new model to demonstrate that VLE engagement requires a redesign of the business model for delivering knowledge transfer.
Suggested Citation
Jessica Lichy & Vincent Dutot & Fadia Bahri Korbi & Maher Kachour & Victor Newman, 2025.
"Students’ Perspectives on User Engagement and Disengagement in Virtual Learning Environments (VLEs) in Higher Education,"
Post-Print
hal-05239559, HAL.
Handle:
RePEc:hal:journl:hal-05239559
DOI: 10.1177/14697874251360579
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